Professional Documents
Culture Documents
by
A THESIS
September 2010
ii
"Music Theory and Arranging Techniques for the Church Musician," a thesis
the Master of Arts degree in the School of Music and Dance. This thesis has been
.5 <.:p +. ~ I 20 r 0
Date
Accepted by:
MUSICIAN
Approved:
Dr. Jack Boss
coming largely from a rock-influenced folk idiom, are often untrained in music
theory. As the style of music has shifted from the traditional model, stemming from
classical genres, to one dominated by popular music, many of these musicians see
from standard methods of theory pedagogy to one employing selected concepts and
iv
such a method and comparing it to the approaches of three major theory methods
on these terms.
v
CURRICULUM VITAE
DEGREES AWARDED:
PROFESSIONAL EXPERIENCE:
ACKNOWLEDGEMENTS
I thank Dr. Jack Boss for his enduring encouragement and enthusiasm
throughout the long tenure of this project as well as his remarkable commitment to
music and the Church. Also thanks to Dr. Timothy Pack and Don Latarski whose
work as advisors and teachers has proven invaluable to me. To Steve Maricle for his
wisdom, which stems from decades of faithful ministry in the church, as well as the
mother, whose nurturing hands first showed me music, and above all to our Lord
Jesus Christ, who is redeeming all creation and draws it to the worship of the Father.
vii
TABLE OF CONTENTS
Chapter Page
I. PREFACE 1
Background 1
Contributions to the Topic 4
Method 8
Notes 9
II. INTRODUCTION 11
What Is Music Theory and Why Do We Use It? 14
Do We Need Music Theory? 16
Making the Most of the Text 23
Notes 26
III. PRELIMINARIES & NOTATION 27
What Is Music? 27
What Is Notation? 29
What Notation Style Should You Use? 35
Is Notation Necessary for Music Theory? 38
Notes 39
IV. FUNDAMENTALS OF PITCH 40
The Octave 41
The Musical Alphabet & Natural Notes 44
Accidentals 47
Notation on the Staff 49
Practice Exercises 55
Notes 56
ix
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LIST OF FIGURES
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xvii
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xxiv
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12.23 Majesty (Here I Am) - Martin Smith & Stuart Garrard . 243
12.24 Practice Exercises 245
12.25 Practice Exercises 246
13.1 C Major Scale . 249
13.2 Triads in C Major .. 251
13.3 Triads in C Minor . 254
13.4 Mighty To Save - Reuben Morgan & Ben Fielding . 255
13.5 Mighty To Save . 256
13.6 Jesus Messiah - Chris Tomlin, Daniel Carson, Ed Cash &
Jesse Reeves . 256
13.7 Aimless Chord Progression .. 257
13.8 Tonic to DominantjSubdominant Movement . 258
13.9 Tonic to MediantjSubmediant Movement . 258
13.10 The Glory of it All - David Crowder .. 259
13.11 Holy, Holy, Holy - Reginald Heber & John Dykes .. 259
13.12 Everlasting God - Brenton Brown & Ken Riley .. 260
13.13 Chord Relations . 260
13.14 Here I Am to Worship - Tim Hughes . 261
13.15 0 the Deep, Deep Love of Jesus - Samuel Francis
& Thomas Williams . 261
13.16 0 the Deep, Deep Love of Jesus .. 262
13.17 Cycle of Diatonic Fifths (in C) . 263
13.18 Lord I Lift Your Name On High - Rick Founds . 263
13.19 Cycle of Perfect Fifths . 264
13.20 Give Thanks - Henry Smith . 264
14.1 How Great Thou Art - Stuart Hine .. 268
14.2 How Great Thou Art .. 268
xxvii
Figure Page
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CHAPTER I
PREFACE
This paper will propose a method for teaching practical elements of music
theory to music professionals operating in Christian churches practicing a
"contemporary worship" style. The method is directed primarily at those in charge
of arranging music and leading musicians for the purposes of conducting music for a
worship service. The topics considered include notation, the fundamentals of pitch
and rhythm, harmony and its use in popular music, arranging techniques such as
chord substitution and modulation, and the necessary applications of these
concepts. It will also provide a commentary that examines its content and
organization in light of three theory texts, namely Music Theory for the Music
Professional by Richard Sorce,i Music Theory for Today's Musician by Ralph Turek,ii
and The Musician's Guide to Theory and Analysis by Jane Piper Clendinning and
Elizabeth West Marvin. iii The text aims to assert a more focused and practical tool
for theory pedagogy than those currently available in order to bridge the "theory
gap" between these musicians and the traditional classically trained world.
Backa:round
Music in the Christian church today is very different than it was 40 years ago
and so are the kinds of musicians who lead it. The influence of the Charismatic
movement has left its mark on the worship services of many contemporary
Protestant denominations, even those who are not technically associated with
Charismatics. The movement, which began in the 1960's, adopted a musical style
for worship services from the contemporary folk idiom rather than the hymn-based
worship of more traditional churches. Strophic chorale-style hymns were
supplanted by improvised performances of songs written in a popular style.
2
1 Bob Kauflin is Director of Worship Development for Sovereign Grace Ministries, a multi-national
organization of churches.
3
2 Music Theory for the Music Professional by Richard Sorce and Theory for Today's Musician by Ralph
Turek are a few notable texts that have attempted to update their material to accommodate the
growing number of non-classical musicians enrolled in academic institutions.
4
Yet this places the undue burden of practical application on the shoulders of
the student of popular music far more than it does for the classically oriented
musician. Considering many students of popular music may already be at a
disadvantage in terms of their ability in reading music and understanding of music
theory,3 it is no mystery why such musicians would be averse to studying music
theory with the aid of materials currently available. Furthermore, there are many
untrained music professionals who - already well into a career in church music
ministry - may not have the ability to dedicate time needed to complete a theory
program at a music school, especially when there is the undue stress of having to
filter what and how the material is applicable to their style and vocation or imagine
its use in their own body of repertoire.
Since there are many aspects to the role of musical leadership within the
church that seem to have no close parallel outside the church, theory education
should have the capacity to address issues that concern contemporary church
musicians and provide examples for the practical application of the theoretical
content. Thus, a method is needed to eliminate many of the hurdles such a musician
would face in a program of study with current theory pedagogy by tailoring the
content to fit the vocational concerns of the student and with attention to
appropriate styles.
3 Public primary and secondary education for the large part still caters to developing these skills in
musicians studying classical styles.
5
theory method, yet tailors this material for reception by aspiring church musicians.
Brooks begins with music fundamentals, works through a discussion of harmony in
popular music, instructs the reader in how to read lead sheet notation, teaches
Roman numeral analysis, and includes a section concerning chord substitution, an
important topic missing from many similar texts. Though this method is more
complete in scope than any text of this kind, it seems to propose too much
information for the text to be as practical as his title boasts. For by providing
detailed explanation of many theoretical concepts, many of which find little or no
application in the realm of music making Brooks addresses (for example, the
construction of enigmatic scales and modes, like the locrian mode or "Hungarian
minor"), he risks losing the focus of his readers by overwhelming them with
unnecessary information. In his attempt to bring church musicians completely
across the theory gap, he pushes them over the edge by not giving a sufficiently
practical context for the theory he teaches. Furthermore, the visual presentation
and organization of his text is cluttered and incoherentthrough a multitude of fonts,
tables, and graphics that are undoubtedly meant to organize the text, but in fact
make it appear more complex. As a result, it becomes difficult to decipher what
information is critical to the concepts at hand from what are intended as helpful
examples, what are suggestions for practical application, and what is merely
extraneous musical trivia. Altogether, in terms of its content and presentation, this
text provides a method that would seem overly imposing to most music students.
Another book that was written with many of the same goals as Brooks'
publication is The Worship Musician's Theory Book by Steve Bowersox,viii This book
is designed as a self-study music theory course that covers the rudiments of music
theory from notation to the fundamentals of diatonic harmony. This includes basic
intervals, major and minor triads and scales, transposition, simple modulation
techniques, and some common chord progressions found in the repertoire and
incorporates musical examples from traditional and contemporary styles
throughout. Though it is, with the exception of Brooks' text, one of the most
6
certain instrument in a worship setting, they usually fall short in covering issues
that worship leaders face as performers, band leaders, arrangers, and composers.
The above resources have approached the theory gap from the side of the
untrained church musician yet have not been adequate to sufficiently carry him to
the other side. From the classical-academic end, theory texts have, in their own way,
reached out across the void to the untrained individual (the church musician
included), some with more effectiveness than others. Two texts that make such
strides are Music Theory for the Music Professional by Richard Sorce and Theory for
Today's Musician by Ralph Turek. These methods, designed for use in a typical
university or conservatory setting, attempt to balance references to classical music
with references to popular music with some success, but in my opinion, are
inadequate to appeal to the more focused needs of a church musician in a
contemporary context, and despite their apparent focus fail where more
conventional texts succeed.
It appears that the available material does not go far enough to remedy a
growing disparity between the study of music theory and the church musician,
causing the study of music theory to seem out of reach or entirely impractical. My
paper will take the approach that Brooks, Bowersox, and Baloche do by writing from
the perspective of a church musician to make the study both practical and vital, yet
serve better to bridge the gap by being more comprehensive in the scope of
theoretical material it covers. To show this, I will provide a commentary that
compares my work to Sorce and Turek's theory texts in an attempt to show what
divergences from the common methods are necessary, as well as a more
conventional theory text: The Musicians Guide to Theory and Analysis by Jane Piper
Clendinning and Elizabeth West Marvin, to show how my work compares to a more
commonly used theory method.
8
Method
In order to create a method that can simultaneously instruct an untrained
musician in the practical aspects of music theory while addressing specific musical
issues that musicians in the contemporary Christian church may face, I have
designed my work to be in the form of a curriculum for self-study or corporate-
study, much like the Brooks and Bowersox books have done. It will cover many of
the same topics that a freshman-level theory course would, but will not discuss
concepts idiosyncratic to classical repertoire and will replace examples from
classical music with popular Christian worship songs. It will give special attention
to the issues that worship leaders face by continually applying concepts through
theoretical and - where appropriate - ear training exercises, performance exercises,
and musical analyses. The theoretical content will essentially serve as a platform for
which to discuss issues including, notation, harmony, rhythm, song arranging &
reharmonizing of contemporary choruses and hymns, and modulation, constantly
giving reference to its use in leading a band and facilitating a corporate worship
service in a church utilizing a contemporary style.
In order to keep this work accessible, I will use the perspectives of musicians
who both have no formal instruction in theory and those who have some
experience. A sufficient discussion of notation and its use in the church will allow
the reader to utilize the knowledge to communicate musical ideas using universal
musical terminology so that as a leader, ideas may be expressed more specifically
and directly than an illiterate musician could. Also they will have the fundamental
knowledge with which to read a score and understand any direction given on a lead
sheet or chord sheet. As an arranger, the reader will be taught how to create a
cohesive arrangement of any song or songs and understand the impact of making
certain musical decisions in a setting of corporate worship.
In creating a pedagogical text, I hope that this would be viewed less as a
study of contemporary music in the church, but rather evaluated in terms of its
practicality as an instructional aid for an untrained church musician. I feel that I
9
have written this in the spirit of the early theorists, Guido, Johannes de Garlandia,
and Zarlino, whose treatises were created to serve the musicians of the church to
help them be better students of the music they were tasked with performing. It is
my aim to create a modern treatise for the new era of church music that will be used
in this similar capacity. This treatise is written to bring music theory to an area of
music culture that in my opinion so desperately needs it. Ultimately I hope this
work that is both a resource to the Church and the academic community, in so much
that music education is made more accessible to musicians of any background and
vocation so that they are more fully equipped to tackle the many challenges they
will encounter in the professional world and teachers are given the adequate tools
with which to most effectively instruct said pupils.
Notes
iRichard Sorce, Music Theory for the Music Professional (New York: Arsdley House
Publishers, Inc., 1995).
ii Ralph Turek, Theory for Today's Musician (New York: McGraw Hill, 2007).
Jane Piper Clendinning and Elizabeth West Marvin. The Musician's Guide to Theory
iii
and Analysis. (New York: W.W. Norton & Company, Inc., 2005).
ivWorship Matters, "Are We Responsible for Musical Literacy in the Church?," Bob
Kautlin, http://www.worshipmatters.com/200 7 j 11 jwhats- happening-to-musical-
literacy-in-the-churchj (retrieved August, 16, 2010).
v Sorce, xxiii.
vi Ibid.
Tom Brooks. The Language ofMusic: Practical Music Theory for the Worshiping
vii
Musician, 2d ed. (Laguna Niguel: New Earth Publications, Inc., 2010).
10
Steve Bowersox, Worship Musician's Theory Book (Ponte Verde Beach: The
viii
Bowersox Institute of Music, 1991).
ix Ibid., 84.
xPaul Baloche, Modern Worship Series: Music Theory Made Easy, 94 min., (Via
Productions, 2005), DVD.
11
CHAPTER II
INTRODUCTION
"Sing unto Him a new song; play skillfully with a loud noise."
Psalm 33:3Xi
In the spring of 2008, I was asked to lead worship services at First Baptist
Church of Eugene. It was my first time doing so. I had led worship for the college-
aged ministry many times, but I knew that leading music for the morning services
was going to be a very different experience. The collegians met in a very informal
setting that I had become very accustomed to. Every Sunday evening we gathered
to sing in a dimly lit living room of an old sorority house on the campus of the
University of Oregon. It was packed with students who were eager to worship God
through fellowship, teaching, and music. As a musician, it was easy to feel relaxed
while worshipping alongside my peers who, though they were nuzzled close, didn't
seem to care if I missed notes or fumbled over a few words. The services carried
along nicely, abiding all manner of hiccup in leadership. But when I stood on stage
in front of a congregation of 2000 or more worshipers on that Sunday morning, I
sensed that the pressure was on in a way I hadn't experienced before and I was
confident that I had to bring my very best in order to keep things going smoothly.
Having been briefed in my new responsibilities, I was told I was now going to
be in charge of just about everything musical from the choosing music creating
arrangements, composing vocal charts, recruiting musicians, and rehearsing the
band, and leading it all on Sunday morning. To most, this may have sounded like a
lot to take on all at once, but to me this was the easy part. At the time I was a
graduate student of music theory at the U of 0 and all throughout my time in music
school I, my music education had taught me how to write and arrange charts and
12
lead a group of professional musicians. So like any other time, I prepared myself to
lead the service by probing the depths of my music education and bringing all my
creative senses to bear on the music.
Having a love for song arranging and composition, I had studied the music
well and developed some very specific ideas of what the musicians could do with the
songs and, wanting to set them all up for success, I made sure I was as clear as
possible in what instructions I had for them. I carefully edited the charts and clearly
articulated my thoughts as I led the musicians through rehearsal. As we practiced,
we discovered some obvious kinks, but most everything had panned out beautifully
and I felt adequately prepared to meet the demands of the Sunday morning service.
I thought I had covered everything.
When I stepped into the church on Sunday, the stage was bigger than a small
house and the sanctuary was brightly lit, full of people of all ages. It felt like the
Roman Coliseum compared to what I was used to. I was accustomed to leading
college students crammed into a cozy space no more than five feet in front of me,
but the first row that morning seemed almost a mile away and the feeling was
anything but a cozy; it seemed cold. Shrugging this feeling off, I gave a nervous
greeting to the congregation and the band struck up the chords to the opening song.
The group was well rehearsed and the set panned out like clockwork. As the service
progressed, the band played all the music we had worked out the week before and
sounded great, thanks to their exceptional skills and musical intuition. The songs
came to life in the moment, taking on a new character, though obviously shaped by
the musical conversation we had as a band, the congregation now taking part in that
experience.
However, when the opening set of songs had ended and the last chord of my
guitar had ceased ringing, silence filled the room. The pianist shifted in her chair
and I felt all eyes on me, waiting to be led to the next element of the service. Usually
the person up front knows what to do next, but I didn't. I thought the offering was
next, but who was going to introduce it? Maybe it was me, but I could not
13
remember. My mind had gone blank. The pastor quickly picked up on my mental
impasse, and took initiative to lead in my stead. The musicians left the stage and the
service continued on smoothly. This awkward moment was only a minor glitch, but
I still felt a measure of shame. In that moment, I realized that I had become so
consumed by the music - in its preparation, rehearsal, and performance - that I had
neglected my other responsibilities as a worship leader and favored one function of
the service at the expensive of another. Certainly all my musical practice and
prowess had paid off, but it would only go so far and I had forgotten that my role as
a worship leader continues when the music stops.
I begin with this story because I want to remind the reader that the role of a
church musician, and the worship leader specifically, is a very complex and
demanding one. He or she not only needs to bring excellence in music, but also
needs to lead people, including non-musicians to non-musical places. This means a
church musician must learn to worship God and develop their skills in ways that
extend well beyond that of music.
Thankfully, ministry is as much about grace as it is about excellence. We are
allowed these stories in part to inspire ourselves to be better at what we do and
teach us this very important virtue: the song continues through every moment of
worship. Thus, in order to play skillfully, as the Psalmist says, you must do so in a
variety of ways, especially in the areas you are least comfortable. You must hone the
things you can do well and "go back to school" on the things that need real work.
Therefore, as you read a book on how to employ music theory for the church
musician, I expect you will do so with the full realization that it concerns only a
portion of the responsibilities facing a worship leader and that it is only part of the
equation. Yet as this is a book on music specifically, I expect it will be especially
valuable to you if you feel music needs some work specifically. As a music theory
book, it will deal mainly with employing musical knowledge towards skills in the
church context. By restricting the scope of this book, I intentionally avoid discussing
many issues of being a worship leader or other church musician that are as
14
important or more important in these roles as music so that more attention can be
placed on music here (and allow room for other concerns to be placed elsewhere).
Many of the issues faced by musicians in the church - the social, spiritual,
theological, and clerical - are too complex to be discussed in depth here. Moreover,
I am not equipped to teach them. As there is any number of texts that address these
issues in the church, I leave this discussion to women and men who are wiser in
these areas than I.
Everyone has strengths; mine is mostly music. It is easy for anyone to do as I
did and focus on only the things they excel in or enjoy while not adequately
confronting those things that need more improvement. We can even make excuses
for our shortcomings while over-estimating the importance of the things we
naturally do well. This book was written for those church musicians, like me, who
recognize this and want to avoid it. It is for those of us who know where we come
up short and want to do something about it.
If you feel that your lack of an understanding of music serves as limitation
for your ministry, keep reading. Or perhaps you are not even sure what music
theory is or how it can help, but you are curious to learn more. In that case, the
following pages may help convince you that this book will benefit you. So, the next
section will deal briefly with what music theory is and what makes it important to
musicians in the church.
music theory.4 So it is likely that you intuitively know some music theory already.
Music theory is used to answer some of the most fundamental questions about
music. If you've ever wondered: What makes it sound the way it does? What makes
good music sound good and bad music sound bad? How can I make music sound the
way I want it to? It will help answer these questions.
4 Though music theory has the capacity to discuss many more aspects of music than these mechanical
ones, they are beyond the practical scope of this book.
16
it is my opinion that we need it more than ever. Music in the church has become so
complex and demanding in the last 1000 years that a worship leader cannot afford
to be complacent or mediocre in his or her musical development.
Despite its apparent value and benefits, music theory has never been the
most popular subject among musicians because it is a challenging way to think
about music. Music theory is as complex as the music that it explains, and the music
we play in church is complex. Every chord we play is its own highly organized
system of notes working in concert to create music that on the surface seems simple
and organic. It took a millennium of innovation to get music from Guido's time to
where it is today. This has resulted in a modern music theory that is extremely
complex and time consuming to learn. The real question is: Is it worth all the effort?
Of course I think it is, but many musicians in the church have chosen not to pursue it
for a variety of reasons.
Not convinced? Below is a list of some reasons why worship leaders say they
have chosen not to study music theory. Following this are a few of the many
reasons for learning it that are directly applicable to those who lead worship in the
church today. I hope the commentary on each idea will help convince you that
learning music theory is not only worthwhile but also essential for your growth as a
church musician and worship leader.
because you believe it is important. If you come to feel that learning music
theory is worth the effort, try not to be overwhelmed with the idea of
committing yourself to learning it. Reserve a little time in your week to
learning something new and don't move on until you've grasped it.
2) I don't even read music, how can you expect me to understand music
theory?
You do not need to read music to understand music theory, although it
certainly will make it easier. I have attempted to make it possible for any
musician to grasp these ideas and immediately put them into practice while
constantly incorporating examples of written music. Hopefully by the end,
you will have a good knowledge of music theory and be able to read music to
the degree that you need it.
even checking what they said!) rather than using his own God-given gifts, he
would probably not be your pastor for long. As a musician} why should your
standards be any less?
4) If I work with musicians who don't know anything about music theory
either, what good will it do for me to learn it?
This is a good point. While studying music theory, you will develop a
vocabulary with which to communicate musical ideas more effectively, but
granted this vocabulary won't help as much if your fellow musicians only
hear a bunch of theoretical jargon from you that they don't understand.
However, studying music theory will give you a greater understanding of the
music you and your whole team plays. Having a clear understanding of the
music before you hand it out and while you play it is a crucial part of being
able to lead a team of musicians, and conveying your musical vision as a
leader. It is important to be musically aware not only in terms of what you
play yourself, but also to be able to understand what others are playing.
Music theory will allow you to hear and recognize what other musicians are
playing even if you have no knowledge of how to play their instrument.
Furthermore, much can be said about the role of a worship leader in
fostering the musical growth of the members of his/her team. Your personal
education can enable you to be a better leader and teacher to gently help
others along in becoming better stewards of their craft.
5) Isn't music theory just a list of rules? Won't that hinder my creativity?
No. Music theory is not a list of rules. It is simply a way of organizing
and describing musical sounds and thus de-mystifying them. When one
studies music theory, they are not learning what they can and cannot do, but
what has been done and thus what could be done. Understanding what others
have done opens up more avenues of creativity for you.
20
6) Music theory isn't for me; I just play by "feel" and have gotten along just
fine without it.
Don't limit yourself. Too many people hold the misconception that
there are two types of musicians: those who play by ear and don't need to
read music or learn theory, and those who do. Don't confine yourself to
either stereotype. Once you get better at it, music theory can be felt and
understood as clearly as a good groove. Through careful study and practice,
music theory can become as intuitive as tapping your foot to a beat. I
challenge you to become a better-rounded musician. The greatest musicians
in this world are the ones who constantly challenge themselves to be better.
They have the pioneer's spirit, never resigning to what is merely comfortable
21
7) I have made it this far without knowing any music theory already, why
should I start over and learn it now?
First of all, I am guessing you do know some theory. Any musician
who knows that a Cis different from a D knows some theory. It is difficult to
even talk about music without using theory. Just as learning your first chord
put music literally at your fingertips, expanding your knowledge to include
the material covered in this book will broaden your musical potential in the
same way. You began your study of theory the same day you learned your
first chord, and your next step is to go deeper and apply your knowledge in
new and amazing ways.
8) I am content with what I know about music already; I don't need music
theory to do what I want to do.
If you are absolutely content with what you can do on your
instrument or where you are as a worship leader and you feel that you have
learned everything you care to learn, then congratulations! You have
reached a level only few musicians dream of and have no need of this book.
language functions doesn't necessarily give you great literary ideas, but it
will allow you to express your thoughts more clearly and more the way you
want to. Music theory works the same way, it cannot tell you how to write a
great worship song, or how to arrange the "perfect" worship service, but it
will give you the tools you need to better express yourself and perhaps
unlock potential that has been locked up inside.
3) You will be able to better articulate musical ideas to your worship team.
In order to be an effective leader, you must be able to communicate
your ideas to the people on your team. If you have an idea you wish to
convey, you must be able to verbalize it in a way that can be universally
understood. Music theory allows for this; it takes musical ideas and
organizes them into a common language. Developing this vocabulary among
your team will help put everybody on a common level. Without it, you are
stuck with coming up with vague analogies to get people to hear what you
23
are hearing. You might say, "Remember that one riff at the beginning of that
one album?" or even showing them your instrument and saying, "No. Play
like this! This is what I mean." Such communication methods are time
consuming and vague. They can also be very frustrating to a musician who
feels singled out and is given the unfair burden of interpreting instructions
offered by a leader who lacks the ability to clearly describe what it is he or
she desires.
4) You will have the ability to transcribe musical ideas quickly and
efficiently.
Have you ever had a melody that you wanted another musician to play
or hear a chord progression on the radio that caught your ear and really
wanted to know? Music theory will give you the tools with which to
transcribe melodies, rhythms, and chord progressions quickly and accurately
without even having an instrument in front of you. With adequate theory
and ear training, you can take what you hear in your car on the way to work
and know how to play it even before you get there.
24
sacrifice time in order to do it. This book covers many of the same topics that would
be included in a full year of a college-level music theory course, so it should come as
no surprise that it might take that long for you as well to master the concepts herein.
There is no quick way to learn music theory. Learning it cannot be accomplished
overnight and learning to use it in practical ways takes even more time. You may be
serious about learning it and excited about what it can do for you, but you must be
patient for your studies to payoff. They will in due time. So, to honor the time and
effort you will be putting into this study, here is a list of things you can do to make
the most out of it:
for music theory in the music. Applying music theory in this context is an
essential part of using theory in a practical way.
Text Organization
The portion of the text directly teaches music theory, Chapters III-XV, is
divided into 3 parts. Part 1 (Chapters III-VII) covers theory fundamentals including
notation, the fundamentals of pitch, rhythm, popular song structure, keys, scales,
and intervals. This provides the necessary foundation for what is the meat of the
book. Part 2 (Chapters VIII-XII) concerns chord theory from basic triads through
extended harmony, chord inversion, and chromaticism. Part 3 (Chapters XIII-XV)
concerns some advanced theoretical concepts and arranging techniques. It is the
culmination of the preceding materials. It attempts to muster all the theory
concepts and techniques thus far towards developing a more compositional
approach towards worship music and creating a worship services. Yet before any of
26
that, question of music theory must be addressed: What is Music? We will approach
this in the following chapter.
Notes
xi Ps 33:3 KJV.
CHAPTER III
To begin to tackle any major subject, one must always learn fundamentals.
These are the concepts that everyone must learn before moving on to more complex
topics. Fundamentals provide the basis for everything else, establishing a
framework upon which we can address some of the more flashy and exciting
theoretical concepts and techniques. This present section forms Part I of the text,
wherein we discuss theory fundamentals. In it, we will cover the basics of notation,
pitch, rhythm, keys, scales, and intervals, the building blocks of everything else. But
even before we get into any of that, we must first address the more fundamental
question: What do we mean when we even say the word music?
What Is music?
"Music" is a broad term that means many things to many different people. To
most, music is what you hear on the radio or what musicians make when they play
instruments or sing, but some people have more subjective notions of what music is.
I have heard people say things like, "That rap music isn't music at all, it's just noise!"
Others have a more enigmatic approach, arguing that birdsong or even the crashing
of waves on a shore are types of music too.
These theories of music have their place in a discussion of music, but music
theory requires a more conventional model for the definition of music as it deals
with the specific mechanics of music that are used in music composition. Music
theory assumes certain definable qualities present in music and uses them to
explain how it sounds.
Traditionally, music is defined as having four major characteristics: pitch,
rhythm, dynamics, and timbre. Below are some working definitions of each:
28
Pitch
Pitch is the specific frequency or frequencies that make up notes in music.
This includes a song's melody - a strand of individual pitches played in succession,
and its harmony (or the chords) - individual pitches which, when grouped together,
interact to create a simultaneity that forms a larger cohesive structure usually
underpinning a melody.
Rhythm
Rhythm pertains to the duration oftime that pitches are sounded and their
temporal organization. It determines how long or short a note is and also governs
the time between notes when no pitch is present. Tempo, a facet of rhythm, is the
speed at which a given rhythm is played.
Dynamics
How loud or soft a note or series of notes are played is called dynamics.
Articulation, often called the "attack" of the note is a concept that is not restricted to
mere dynamics and is also affected by rhythm and timbre.
Timbre
Loosely defined, timbre pertains to the quality of sound produced by a pitch.
Quality does not mean good or bad, but relates to the way it sounds, as how an
electric guitar sounds different from an acoustic guitar. Even when two guitars play
the same notes, these instruments don't sound the same because each has its unique
timbre.
Though music theory has the capacity to explain aspects of music that
pertain to any of these categories, the music theory we will be dealing with in this
book will be concerned primarily with the first two: pitch and rhythm.
29
What Is Notation?
In order to communicate nearly any of these musical concepts in a book, we
must use one or more types of music notation. Simply put, notation is music
instructions in written form. Whether the notation is in the form of a conductor's
orchestral score or a few chord symbols scribbled over a sheet of lyrics, this written
depiction of musical ideas is considered notation. Notation allows us to
communicate our ideas with other musicians through a common language. In the
same way that the ability to read a written language is vital for functioning in a
society, reading notation is necessary to operate in the music world. If you never
learn to read or write any notation, communication with other musicians will be at
best vague and always challenging. Furthermore, you will always feel out of the
loop when around musicians who do use notation.
As a church musician, you should become fluent with at least one method of
notation. A good place to start is with the style most commonly used by the
musicians who serve in your ministry. However, the more styles you learn, the
more versatile you may become in your communication of musical ideas. There are
three notation styles commonly used in the church today: traditional music
notation, lead sheets, and chord sheets. Also, there is tablature, which is widely
used by guitarists, who indeed make up a large musical force in the church today.
These styles serve as the common tools of communication, allowing musicians to
exchange musical information and ideas with each other. Each style has its own set
of advantages and disadvantages and these will be explored here. Additionally, we
will discuss two very common, yet instrument-specific styles of notation: tablature
and rhythm sheets. It will be beneficial to become familiar with each one so you can
effectively work with whatever musicians may be involved in your ministry.
Inevitably, you will encounter musicians of all abilities and backgrounds and being
able to meet each person on common ground is necessary to working well with
them.
30
Figure 3.1 I Know that My Redeemer Lives - Samuel Medley & John Hatton
1\ J.I 1-----.. I~I
• • .~ G
know that my re I deem lives!
i
©Public Domain
Traditional music notation, often called sheet music (Figure 3.1), is the
primary notational style used by classically trained musicians and is used
extensively in traditional worship services. Most pianists, organists, and choirs are
trained to read this style. It is the most specific of any notation, meaning it has the
capacity to visually depict nearly any aural component of musical performance.
Traditional music notation is written on a series of horizontal lines and
spaces, called a staff Notes and other symbols can be placed on the staffto supply
any information about melody, harmony, rhythm, dynamics, and form (how sections
of a song are laid out from beginning to end), leaving a musician with few questions
of how to play any given song. For this reason, it has been the style of choice for
professional musicians for the last 400 years. When this amount of information is
communicated in written form, musicians can quickly establish the "basics" of
performance and focus their attention on "fine-tuning" their performance.
Sheet music's specificity means it is usually intended for relatively little
improvisation, Le. the musician will play what is written note-for-note. Also it has
the advantage that it can also be instrument-specific or group-specific, meaning that
the written music can be tailored for an individual instrument (as in a part) or many
instruments (as in a score).
The main drawback to this style is that, because it is thorough, it is rather
complex and not learned quickly. It can take weeks or even months of practice to be
31
able to read it and years to be fluent. Unless musicians are confident in their
reading, it can be frustrating and discouraging for them to have to read from sheet
music.
An additional side effect is that instrument parts and especially scores can
become rather lengthy, spanning many pages for just a few minutes of music. If you
have ever seen a conductor turn 40 pages of a symphony during an orchestra
concert, you'll know what I mean. This is cumbersome for musicians who need both
hands to play, like guitarists. Writing sheet music for musicians can also be time
consuming, costly, or both. Writing by hand can be very time intensive and music
notation programs tend to be expensive as well, though they have sped up the
writing process considerably.
Another noticeable drawback to sheet music is that it can foster in the
musician a dependence upon written musical instruction. In more improvisatory
styles, like popular music and jazz, a musician who has developed such dependence
may feel uncomfortable improvising their part. In extreme cases, some musicians
may refuse to play music apart from the aid of sheet music.
Lead Sheet
Figure 3.2 I Know that My Redeemer Lives - Samuel Medley & John Hatton
D A7/E D/F~ G dOlE D AlE E7 A
of the given song is written on a single staff of traditional notation with an underlay
of lyrics and chord symbols above the staff.
There are many advantages to this format. It contains enough information
that a musician has all essential instructions for playing the song, including the
song's melody and rhythm, chords and their duration, and overall form. The main
difference between this notational style and traditional music notation is that the
harmony is not written out note-for-note, but represented by chord symbols above
the staff. It is then up to the musician to "realize" the chords and bass line in an
improvised part, meaning that how the chords and rhythms are played is up to the
interpretation of the musician, which will likely be different from performer to
performer. Though this allows for a great deal of individual expression and
spontaneity in performance, it usually means that a group of musicians take more
time to adjust each of their individual parts to create a more cohesive whole.
Lead sheets are also not usually instrument-specific. Multiple instruments
read off the same part as the staff gives a general "road map" for musicians to follow
so they are on the same page, literally, but the rest of the music is improvised.
Length can also be an issue with this style as with traditional notation, though they
are not usually as long. For a 3 to 5 minute song, a lead sheet may be two to five
pages in length.
Figure 3.3 I Know that My Redeemer Lives - Samuel Medley & John Hatton
D A7IE D/F# G C#o/E D A l E E7 A
I know that my Re deem - er lives!
©Public Domain
The chord sheet (or lyric sheet) is another very popular style of notation.
Here, the lyrics to a song are presented with chord symbols placed over the
appropriate words (Figure 3.3). Though there is no staff or notation of melody,
33
there are some very clear advantages to this style. The greatest benefit is perhaps
that it is very user-friendly. One only needs to know a tune goes and how to read
chord symbols to follow a chord sheet, making it accessible to musicians of all skill
levels and backgrounds. Chord sheets are also relatively concise, often fitting onto
one page and thus avoiding page turns, a clear advantage for guitarists and other
musicians who must use both hands to play their instrument.
However, a big drawback to this style is that is that it quite vague in terms of
musical instruction. Words and chord symbols are often the only instructions
provided, meaning that the melody of the song, duration of chords, musical form,
etc. is learned by rote and memorized. Consequently, it is quite difficult, if not
impossible, to play or sing a song from a chord sheet without already being well
acquainted with the tune. Learning new music and being creative with familiar
music becomes a very time intensive process as the bulk of musical ideas must be
communicated verbally or demonstrated on an instrument to be taught. For
instance, if a band leader or music arranger has specific ideas for parts or how he
wants another musician to playa part, such as a counter melody for a vocalist, a
specific strumming pattern for a guitarist, or melodic "hook" for the lead guitarist to
play, the chord sheet does little (if anything) to communicate these ideas. Despite
its obvious shortcomings, its "quick and dirty" approach remains the favored
notational style in many churches that have adopted a popular style of music.
Tablature (TAB)
Figure 3.4 I Know that My Redeemer Lives - Samuel Medley & John Hatton
7 3 10 3 7 i
T 7
7 8 18 18
Rhythm Sheet
A fifth notational style that should be mentioned is the rhythm sheet. This is
a style used primarily for percussion instruments where the definition of pitch is not
a factor, but it can also be useful for indicating rhythms as strumming patterns for a
guitar. On a rhythm sheet, rhythmic information is often communicated through
note values and bar lines on a single-line or sometimes multi-line staff. Drummers
playing a trap set will commonly use a five-line staff. Here, each line indicates the
rhythm ofa specific instrument (such as the bass drum, hi-hat, snare, or cymbals,
etc.) Therefore, on a five-line rhythm sheet (Figure 3.5), the activity of the whole
------_._--
35
drum-set may be notated on a single staff (Figure 3.6). This style of notation will be
used on occasion throughout this book where it is necessary to depict rhythm-only
ideas.
2) It will make you a more effective leader and empower the musicians on
your team.
It is important that your musicians are gently led in a way that gives
them opportunity to take responsibility for the music they make. Providing a
part for a musician clarifies their role in a positive way. It gives them all the
directions they need, thus giving them the power to bring the music to life in
37
accordance with the leader's vision and their own creative ability. If you are
a creative person who has a lot of ideas for your band, verbally telling them
what to do every step of the way can be very frustrating, and even
discouraging when they feel singled out or made to feel that they can't be
given responsibility for their own part.
3) You will be able to involve classically trained musicians who may not be
comfortable with improvisation.
There are many incredible musicians out there who are highly skilled
at reading music, but have trouble improvising a part. Often, the thought of
having to play music without much direction can seem mortifying. But why
restrict the music making on Sunday morning to only the musicians who are
comfortable playing "by ear"? Being able to incorporate other types of
instrumentalists like string players and horn players can be refreshing for
your worship and be healthy for your congregation. Consider Psalm 150:
4) The more musicians you involve the greater the need becomes to have
specific parts written.
Have you ever wondered why symphonic orchestras are usually so big
(40-100 players) while pop bands and jazz combos tend to stay small (5 or
less payers)? This is a practical matter. If you do get more musicians
involved, you will have to do more managing as a leader. It takes serious
thought and creativity to get a large ensemble to play together well. If you
have ten different instruments on stage, playing whatever they want
throughout the entire song, there is a good chance things can become
musically chaotic. Unless all your musicians are skilled enough to be
sensitive to each other and work out their specific roles amongst themselves,
it is likely the sound you will be creating will become messy and unpleasant.
Too many different parts going on in the low-end of the sound spectrum
sounds muddy, too many instruments playing in the high-end can make
melody indiscernible and fatiguing to hear. It is in these instances where
overwhelmed sound techs may start pulling people out of the mix because
there is simply too much going on. Orchestras pull it off because they have
sheet music to organize each musician's part and a conductor to help give the
musicians a single mind or focus. Even if you don't go so far as to pull
together a full orchestra, if you can write a part when needed, you still have
the advantage of being able to organize and delineate responsibility to
musicians who would otherwise trample over each other if left to improvise
their own parts.
Notes
CHAPTER IV
FUNDAMENTALS OF PITCH
To begin to unpack some of the basics of music theory, such as pitch, a few
concepts regarding the science of sound must first be mentioned. A discussion of
the physics of sound may seem of little importance from the perspective of a
musician, but a basic understanding of some simple concepts will be very helpful to
an understanding of music fundamentals. Music notation and theory puts into
pictures and words what happens musically in the real world, so it should come as
no surprise that scientific concepts are used to explain what real world elements
create that music. In fact some things, like octave equivalence, are perhaps
impossible to understand without the help of science.
The physics of sound explains musical pitch through frequency - the rate at
which a sound wave vibrates the air. Every note or pitch is created by a steady
vibration in the air and by something that creates that vibration, be it the hammers
of a piano striking the strings, a man's vocal chords vibrating the air in his throat, or
the oscillations of a loud speaker moving the air inside a church.
A higher sounding pitch has a higher frequency (more vibrations or cycles
per second) than a lower sounding pitch and of course notes that are the same pitch
will vibrate at the same rate. Thus, a mosquito creates a higher pitched sound by
beating its smaller wings faster than a hummingbird would. Similarly, a small girl
will sing higher than a tall man because her vocal chords are vibrating faster than
his, but when they sing the same pitch, they are vibrating their vocal chords at
exactly the same speed.
41
The Octave
Now here's the interesting part; when a pitch has twice the frequency as
another,' our ears hear it as the same note, only higher. So, every time we double a
frequency no matter how high or low we go, we get the same note (but not the same
pitch), which is why the girl and the man can sing the same melody together, but
obviously in different vocal ranges.
The distance between a note and another twice its frequency is called an
octave. For example, the note A above middle C (named after the middle key on the
piano) vibrates at 440hz (440 cycles per second), so 880hz would be A an octave
higher, and 220hz would be A an octave lower (Figure 4.1). In essence, all the
different notes that we can play in music will fit into an octave, because they are
repeated in the next octave. This acoustical phenomenon is called octave
equivalence.
u
-
-
.·:\220hz
A440hz
~
Octave Register
To differentiate between octave equivalent notes, musicians designate each
octave according to its own octave register by dividing the range of octaves and
numbering relative to their placement on an 88-key piano. Each new octave begins
5 The notation depicts the notes in the guitar at their sounding pitches. However, since the guitar
occupies a range that strides both the treble and bass clefs, guitar music is usually written on the staff
up one octave from where it actually sounds. In other words, what is indicated in tablature is one
written octave below the staff notation. Thus, all staff notation paired with tablature will reflect this
practice from this point onward.
42
with C. The lowest C on the piano is Cl, making the lowest octave span from Cl to C2.
The next higher octaves are C2 - C3, C3 - C4, etc. to the highest note, C8. C4 is called
"middle C" because it rests in the middle of the keyboard. Don't become overly
preoccupied with memorizing each note's register designation, though; for unless
one is speaking very specifically about register, musicians don't usually bother with
speaking of notes this way. It is sufficient to know the name of the note apart from
its octave register designation (Figure 4.2).
...
C7
..
C8
..
C6
.. C3
C2
....
Cl
The image below (Figure 4.3) shows a full 88-key piano keyboard and indicates both
register and frequency in hertz (Hz) of each note.
change. Suddenly, our pianist needs to be careful not to get in the way of the other
musician's sound.
'".j"" '"
fJ'
'" "j
'.'
,., '"
~rl
,- """,d '.C'
" "' ,n .,".'" ~ :~ '"f.'
f,j "
".
'"'"
,.,
", "'",
H
N
-,,",
, "f
u u
"", ",
u. '0
"
",
'"
,tJj
u
,
0
,~ ~,
u. e, r~!
, ,
l) 0
,
"u.
,':I) ..t!.,
'0 .,
N
.,, (3,
u
M
.,,
"- '0
"1
.,, , ", '"
u
,',
0
, , '"
u. ~~ "
u', f~'
U 0
, ;!
'"u."
.~,
'0 ~~ u ,.0 ,,.
u. '0
,~ ,.".,
team hasn't developed the vocabulary to talk about octave register in this way, here
are some simple solutions to this problem:
1) Piano - Have your pianist scoot the piano bench to the right so that the
center of their body is higher up on the keyboard. Or simply ask them to play
fewer notes in their left hand or none at all.
2) Bass - If your bassist has a tendency to creep higher up into the register of
the piano and guitar, ask him or her to restrict their notes to the first five
frets.
3) Guitar - Guitarists are taught from day one to play all six strings when
playing most chords and this can be a difficult habit to break. However, if
they keep from striking notes on the 6th and 5th strings (E and A strings), they
will stay out of the way of the other instruments that play in those low
registers.
Steps
Notes are separated by what are called steps. The distance from one note to
the next note, like A-B, is called a step. There are two sizes of steps, half steps and
whole steps. Each natural note is separated by a whole step (W), except for between
Band Cand E and F, where there are half steps (H) (Figure 4.5).
On the Piano
On the piano, a half step is the distance from one key to the next on the right
or left. Two half steps equal a whole step, so a whole step is equal to every other
key. As you will notice, these seven pitches (A-G) correspond to the white keys on
the piano where they are separated by black keys except B-C and E-F where
there are no black keys and only half steps between notes (Figure 4.6).
A-B-C-D-E-F-G-A
46
On the Guitar
Like the keys of a piano, every fret on the neck of a guitar is a half step from
the one next to it. Whole steps are every other fret. Moving up the neck of a guitar,
it is easy to find whole steps and half steps (Figure 4.7).
u ..
-
W
....
H
.. W
•
W H W W
v .. oJ oJ V • v ...
A B c D E F G A
But crossing strings is a bit more complicated. A whole step between two
strings on a guitar is found by moving from a low string, like the sixth string, to the
next higher string three frets back towards the nut. The exception is between the
third and second strings where a whole step is two frets back. This distance is
increased by one fret for half steps between strings. So half steps are four frets
except between the third and second strings, which are only three frets apart. Steps
on the bass guitar are the same as for the 3rd _6 th strings on guitar (Figure 4.8).
, .. H
...... .. H
v ..
H
.. W
.. .. W
..
W
oJ oJ
oJ
c D~ c D~ c D~ c D c D c D
47
Accidentals
The rest of the notes we haven't discussed yet, which are the black keys on
the piano are called accidentals. An accidental is an alteration of a natural note,
making it higher or lower by a half step. Sharps raise a note by a half step and flats
lower a note by a half step. For instance, if you start at A and go up to the next black
key or the next fret of a guitar, you will be on A sharp (A~). Going one note higher
yet will be B. Likewise, if you lower A by one note you will get A flat (A~). A~ is one
note lower than A, but one note higher than G. So the distance between Gto B is two
whole steps or four half steps (Figure 4.9).
Enharmonic Equivalence
There is only one note/black key between A and B, so if you change B into B~,
it will be the same note as A~. So, the black key between A and B has two names, A~
and B~. This same thing occurs with any other sharp or flat. The term for this is
called enharmonic equivalence, which simply means "two names for one note".6
There are even enharmonic equivalents for B, C, E, and F since they are separated by
half steps, though these names are not often used. Their enharmonic equivalents
would be C~, B~, F~, and E~, respectively.
The obvious question might be, "Why does one note have two names?" There
is a good reason for it. It allows us to keep all seven of the note names (A-G) in
every key without omitting any notes and doubling up on others. For instance, if we
6 This fact is not always true in the case of tuning systems of previous centuries, where A# and Br
may have represented two different pitches. Our current tuning system, equal temperament, divides
each octave equally into the same number of half steps, creating enharmonic equivalence.
48
only used sharps and not flats, the key of F would have two A's and no B's which
causes confusion (Figure 4.10).
Correct:
F-G-A-Bb-C-D-E-F
If this seems like a trivial point now, it will seem more important later in the
next chapter, as we discuss scales. So, to summarize, there are 12 notes total in the
space of an octave (Figure 4.11).
v ~ ~
A-A#/Bb-B-C-C#/Db-D-D#/Eb-E-F-F#/Gb-G-G#/Ab-A
These 12 pitches in this order form what is called the chromatic scale. A
scale is an ordering of pitches from low to high and will be discussed later. The
word chromatic means "color" and indicates that this scale uses the full spectrum of
notes (or colors) available in western music.?
7"Western music" pertains to the music that utilizes the notes from the chromatic scale, developed in
Europe (as opposed to "country western"). The folk music of Near East and East Asian cultures often
use pitches outside this scale.
49
On its own, a staff cannot tell you which note is which as it is only a set of
lines. A clef, which is a symbol placed at the beginning of the staff, determines pitch
names on the staff. There are two main clefs used by instruments and voices. The
treble clef and the bass clef are the most common clefs, though some other clefs are
used at times. Just like the treble and bass knobs on a stereo are used for high and
low frequencies, so are these clefs. The treble de/is reserved for higher sounding
instruments, including the guitar, the right hand of the piano, and the female voice.
Bass guitarists, the piano's left hand and male voices, mostly use the bass clef
Though a hymnal will usually separate the voices in this way, treble and bass, lead
sheets tend to use the treble clef for all instruments regardless of range. In this case
each musician will sing or play the notes in their own register. As a worship leader
with a contemporary style band, learning how to read notes on the treble clef is
more immediately important than learning the bass clef.
indicating that notes on this line are G. For this reason, the treble clef is often called
the "G Clef' (Figure 4.13).
Simply by knowing where Gis, one can easily determine where any other
note is. As pitches are arranged on the staff from low to high using both lines and
spaces, the space directly up from the second line would be reserved for the note A
and the space below it for F. So the lowest line of the staff to the top line would
cover just over an octave from E-F (Figure 4.14).
~
H W W W H W W H
V J
~ ~
V J
-
~
V "-
"- -
E F G A B C D E F
highest spell the word FACE, which also rhymes with space, another helpful
coincidence (Figure 4.15).
v
,
" J
~
-
E G B D F F A C E
The bass clef, like the treble clef, is a symbol that specifies the placement of
one pitch. It is often called the (IF Clef' as it vaguely resembles an F (Figure 4.16).
Its characteristic dots surround the second line from the top of the staff and indicate
the location of F just below middle C. The rest of the notes can then be determined
above and below this line. The range of pitches on the five line staff of this clef
spans over an octave from G-A. Here, bass guitar tablature has been used since
these notes go below the natural range of a six-string guitar (Figure 4.17).
52
w w H w w H w w
v
A
v
B
G A B C D E F G A
I':
I
• • • • •
z
i. • • •
e
Ii 3
Z
e 3
[e 3
z
G B D F A A C E G
Ledger Lines
Notes that are higher or lower than those that fit on the staff can still be
indicated in the music through ledger lines. Ledger lines are drawn above or below
the five line staff to extend it in either direction higher and lower to allow for notes
that are outside of the range of the staff (Figure 4.19).
53
- ~
F G A B E D c B
8vaand8vb
Although ledger lines are used quite frequently when the notes drift above or
below the staff, they can become very difficult to read when there are too many. For
instances when a melody is exceedingly high above or below the staff, melodies are
generally written in a register where they occupy the staff with a notational
indication that the given melody is intended to be played an octave higher or lower.
For melodies that are intended to be played an octave higher than written, the Bva
symbol is used. This is an abbreviation for ottava, meaning octave. This symbol is
accompanied by a dotted line that shows what part of the melody to transpose up an
octave (Figure 4.20).
Figure 4.20 8 va :
Sounding pitches: Written:
For melodies that are intended to be played an octave lower than written,
8vb is used. This is an abbreviation for ottava bassa. The pitches are written an
octave higher than where they actually sound (Figure 4.21).
54
Figure 4.218 vb :
Sounding Pitches: Written:
8°O-----------------~
"Middle en (C4)
Much music is arranged on the grand staff, most notably keyboard music,
organ music and choir music, like what is found in most hymnals. In the case of
keyboard instruments, the right hand plays all the notes on the treble clef while the
left hand plays the notes found on the bass clef. For hymnals, the grand staff serves
a dual purpose in that it provides the music for an accompanist, usually piano or
organ, and a choir or soloist(s). For these arrangements, there are usually four
separate melodic lines that, when sung simultaneously, create a harmonic (or
chordal) composition. These four lines are delineated as soprano, alto, tenor, and
55
bass (SATB).8 In most cases the soprano and alto parts are notated on the treble clef
while the tenor and bass lines are notated on the bass clef. Take this arrangement of
the hymn I Know That My Redeemer Lives for example. This is a typical SATB
arrangement notated on the grand staff, sung by a choir, played by a keyboard
instrument or both (Figure 4.23).
Figure 4.23 I Know that My Redeemer Lives - Samuel Medley & John Hatton
1'\ jJ I I.....-.......i I~I
t
t.
r ..
know
•
that
~
mv
..----- -
re deem -
~
er -
~
lives!
<
j ,
J-----I
I
..
I
©Public Domain
So far we have discussed the pitch element of music and how it is notated on
a staff, but before we dive into an in depth discussion of how pitch creates melody
and harmony in a song, we will turn our attention to the temporal aspect of music,
rhythm, in the next chapter.
Practice Exercises
Take a moment to practice what you've learned with the exercises below.
For the examples that contain notes on the staff, pencil in the note names, where
they could be located on the TAB, and identify what type of step is between them.
For examples that have notes already written in the TAB, indicate where they are
located on the staff and what kind of step it is. Use W, H, or N to designate between
whole step, half step, or neither (Figure 4.24).
8sATB arrangements are the norm, but SSA, SATTB, SSATTB and other variants occur for denser
arrangements (those with more than four voices).
56
t.J "
~
, -
'I . ~.
• ...
~
4
B
•
4
1:I
Notes
CHAPTER V
Rhythm is an aspect of music theory that many people gloss over too quickly.
The reason may be that for many musicians learning rhythm seems largely intuitive
and is more of a visceral thing than pitch. There are many musicians who can
execute highly complex rhythms seemingly without a lot of effort or even repeat
back almost any rhythm with an instrument after only one hearing. So, discussing
the concepts within this chapter may feel laborious when it takes a lot of words to
describe something your ear can understand quite quickly. But taking time to study
rhythm from a theoretical position is absolutely necessary for the ability to read any
notation that includes rhythm, for understanding of more complex theory, and for
mastering many of the concepts and techniques discussed in this book.
The Beat
The beat is something which most everybody, even the non-musician, is
familiar. It is one of the most immediately perceptible aspects of music and one of
the most deeply felt. The beat is the pulse in music that makes your body want to
move. When people react physically to music through movement, it is usually
manifested in the beat. We tap our feet, clap our hands, bob our heads, and dance
with a friend to the beat.
The beat is fundamental to rhythm for it is what any rhythm, fast or slow, is
measured by. The speed of the beat is measured in terms of its tempo and tempo is
determined by the beats per minute (bpm). Average tempos for slow, medium, or
fast tempo songs might be 66,92, and 120bpm, respectively. A good way to
establish a steady tempo during practice or to measure tempo is to use a
metronome, a device that creates a steady pulse according to beats per minute.
58
II
1 2 3 4
Here is how a basic rock beat described above would appear fitted into a single
measure (Figure 5.2).
9 Throughout this book, references to "popular music" or "popular genres" indicates music typified by
mainstream popular musical genres including, rock, country, folk, etc. as opposed to classical or jazz
styles.
59
II D D
BOO.\l - chick - POP - chick - BOO:M - clrick - POP-clrick
1 2 3 4
Listen to just about any music and you can count measures as they go by.
Sing the hymn Holy, Holy, Holy while clapping or tapping a 4 beat meter. This metric
grouping should be immediately obvious (Figure 5.3).
Figure 5.3 Holy, Holy, Holy - John Dykes & Reginald Heber
C Am G C F C
©Public Domain
]I D
BOO.\l - chick - POP - clrick - BOO.\l- clrick - POP-clrick
1 2 3 4
60
We will discuss further the various applications of simple and compound meters,
but first we must further develop our rhythmic nomenclature by turning to a
discussion of the notation of rhythmic duration.
Note Durations
Whole Note - This note value will last four beats and thus will last the whole
duration of a four beat measure. Playa note and count four beats before stopping
the sound or playing again (Figure 5.6).
61
II" -
(2) (3) (4) (2) (3) (4)
Listen for this note duration in the context of the songJesus Messiah on the long note
of the last syllable of the word "Emmanuel" (m. 4). Play and sing this example
(Figure 5.7).
Figure 5.7 Jesus Messiah - Chris Tomlin, Daniel Carson, Ed Cash, &Jesse Reeves
B F~
_l"O!$M?~1~
Bles-sed Re~eem er; _ _ Em-man-u-el. _ _ The Res-<:ue for
©200B Vamos Publishing
Half Note - This note value lasts half as long as a whole note, thus it lasts only two
beats. It appears like a whole note, but has a stem that will point either up or down.
Count, "1,2,3, 4" playing a note on beats 1 and 3 (Figure 5.8).
r 1- -
(2) 3 (4) (2) 3 (4)
The familiar hymn Holy, Holy, Holy provides a good example of half notes on the
words "holy" and "mighty" (Figure 5.9)
62
Figure 5.9 Holy, Holy, Holy - John Bacchus Dykes & Reginald Heber
C Am G C F C
Quarter Note - A quarter note is a quarter of a whole note and lasts for only one
beat. It looks like half note, but its note head is filled in. Count, "1,2,3, 4" and playa
note on every beat of the measure.
~ F F F 1£ £ £ £
2 3 4 2 3 4
Note that stems may point up or down depending on where they are placed on the
staff. Usually notes placed above the third line (B on a treble clef) have stems that
point downward. This is only to insure that the stems don't stray too far or above
the staff and does not affect the way they are played. See the example below.
,u~. 4§
Thou,__ my God, shouldst die for me? A_
©Public Domain
Eighth Note - This is half a quarter note and so it is the first division of the beat
itself. There would be two equal eighth notes per beat, so count and play, "1 & 2 & 3
63
& 4 &." Eighth notes appear like quarter notes, but have a flag or may be beamed
together if played succession (Figure 5.12, 5.13).
Sixteenth Note - There are two sixteenth notes for every eighth note, four for every
quarter note, and sixteen for every whole note. They look like eighth notes but have
two flags or beams. These are best counted, "1 ee & G, 2 ee & G... " and so on. These
are usually the fastest rhythms normally played, though faster divisions may exist,
32 nd notes, and even 64 th notes. As further divisions are created beyond the
sixteenth note, more flags or beams are added (Figure 5.14).
Sing and play the beginning of Matt and Beth Redman's You Never Let Go and listen
for the quick bounce of sixteenth notes. The rapid succession of the words over
64
these note values ensures that this song isn't played too fast or a congregation
couldn't keep up (Figure 5.15).
E - ven though I walk through the val-ley of the sha -dow of death, Your
©200S Thankyou Music
measure the rhythm section hits a quarter note on beat 1, allowing the melody to
"spring off" the downbeat. At this point, the rhythm section rests for the next two
beats while only the voices sing, "still I will praise You," and on the last beat the
band re-enters to drive the bridge back into the chorus (Figure 5.16).
Figure 5.16 You Never Let Go - Matt & Beth Redman (Rhythm Chart):
F~slls E2 B F~sllS E2
1\ 10 l+
~ ---..l '----I
still I will praise You, still I will praise You.-_
> >
v v v y v v v V I *v vyyy vy y y*y y
I
~ ...L. .-.L L-
©200S Thankyou Music, arr. by the author
This is perhaps a more dramatic example, showing how a whole band can
rest or "cut out" to make an exciting musical arrangement, but rests should be used
more subtly, throughout any given arrangement and by all instruments to provide
necessary space. Think about it this way: We've made much use of the analogy of
music as language, so it is appropriate to think of rests like the spaces between
words or sentences in speech. Listeners need to have space in order to process
what they hear. For example, if someone were to speak to you without any breaks
in their speech, you would eventually stop listening, no matter much you wanted to
listen, because people need the space or they become fatigued. The same is true for
music. Music must have space, which makes rests so valuable. As was said earlier,
musicians should listen as much for when not to playas for when to play. In so
doing they not only to make space for other musicians to fill, but make rests so that
the listener can rest as well. This is a hard lesson to learn for many musicians,
because playing is so fun! But there is virtue in thinking of others first and working
together to create something beautiful, even when it means sacrificing musical real
estate that you would otherwise occupy.
66
Ties
An important notational device used in music is the tie. A tie is an arched line
drawn in the music that connects two notes of the same pitch. Two notes that are
tied together are connected so that they become one note that equals the sum of
their lengths. For instance, two quarter notes that are tied become one half note
(Figure 5.17).
One reason that a tie would be used in the music rather than a half note is
that sometimes it is necessary to show a half note as two quarter notes. A good
example of this would be an instance when a note is held over a bar line dividing
two measures. See the opening phrase of Matt Redman's Let My Words Be Few
(Figure 5.18).
Another instance where a tie is often used is when a long note value obscures the
middle of the measure, which would be beat 3 in common time. This beat, being the
67
halfway mark and a natural stable point of the measure, is helpful for musicians to
see, especially in the case of more complex rhythms. So, in order to graphically
show where this stable beat is, a tie may be used where a longer note value would
obscure its location (Figure 5.19).
2 3 4 2 3 4
Dots
Until now, we have discussed rhythm division that are multiples of two, but a
rhythmic grouping of 3 can be achieved through the use of the dot. When a dot is
attached to a note value it increases the length of the note by 50%. In other words, a
dot adds half of the value of the original note or rest. Thus, a half note (worth two
quarters) would be worth three quarters in length with a dot (Figure 5.20).
II .i. w o
ij$
"I
If
2
r3"
Dotted Half Note & Rest:
Wo -- --
II ro
rrr
"I
F
2
1
3"
Dotted Quarter Note & Rest:
II ro 1° ijt J ~
"I & a"
68
"1 ee &"
Dotted rhythms are used extensively in compound meters where the beat
divides into three parts (to be discussed in the next section). The example below of
the hymn Blessed Assurance shows how dotted rhythms achieve this necessary
grouping in a compound meter. Every 3 eighths equal 1 beat, putting the dotted
quarter on every beat (Figure 5.21).
Blessed as - sur-ance, Je-sus is mine l _ 0 what a fore-taste of glo-ry di - vine! _ Heir of sal
©Public Domain
Dotted rhythms are used in simple meters as well when a note carries over into the
first part of the next beat. Sing Great Is Thy Faithfulness and listen for how the
dotted quarter note effects the rhythm in measure 2. Here the dotted quarter, which
is worth 3 eighths, spans beat 1 (2 eighths) and the first half of beat 2 (1 eighth)
(Figure 5.22).
Figure 5.22 Great is Thy Faithfulness - Thomas Chisholm & William Runyan
o 0+ Gmaj7 G6 A7 GIB A7 GID 0
Time Sil:natures
Now that we have discussed the different note values possible, it is possible
to explain the time signature. The time signature is the symbol placed at the
beginning of a song or section of music (often after the key signature) to show the
meter and explain how it is notated. The time signature is shown by two numbers
stacked on top of each other, as in a fraction. The top number represents the
number of beats in the measure, so a four beat meter would have a 4 on top. The
bottom number tells you what rhythmic value equals the beat. Like the
denominator of a fraction, the bottom note gives the rhythmic value. An eight on
bottom means an eighth note equals the beat, a 4 means that the quarter note gets
the beat, a 2 means a half note, etc. For example, if you have a four beat meter
where the quarter note gets the beat, it will say 4/4. This is called "four-four time"
(Figure 5.23).
l( -'/'
note value per beat
Another common simple duple time signature is 2/4. Its steady plodding
beat is reserved usually for marches, plenty of which can be found in hymn
repertoire. The time signature 3/4 is a common example of simple triple meter. Its
uneven 3 beat meter has a characteristic swaying or rocking feel. It is often called
the "waltz" as this meter was very popular in classical dance music.
It is never difficult to find an example of a song in 4/4 time, most tunes are
written in this meter. Out of CCLI's Top 100 10 as of January 2009, 95 are written in
10Christian Copyright Licensing International's recorded 100 most popular according to number of
downloads from their online database.
70
4/4 time. This time signature is so common that it has even earned the name
common time. Consequently, this meter is occasionally indicated only by a "e"
instead of the usual 4/4 signature. Yet some other simple meters can be found
among the most popular worship songs. In Christ Alone written by Stuart Townend
and Keith Getty is in 3/4 (Figure 5.24) and How Deep The Father's Love For Us by
Stuart Townend is written in a rare 5/4, though it is often performed in 6/4 (Figure
5.25).
Figure 5.25 How Deep the Father's Love For Us - Stuart Townend
O E m D/F# G D/F# D/A A
¥i~~.~ How deep the Fa - ther's Jove for us, how vast be-yond aJ mea - sure that
©1995 Thankyou Music
Pick-ups
You will notice that, with the exception of the first, the measures in each song
contain rhythms that add up to equate the number of beats in the time signatures, 3
and 5, respectively. However, the first measure of either song doesn't add up this
way. The first bar of In Christ Alone has the equivalent of three eighth notes and the
beginning to How Deep The Father's Love For Us has only a single eighth note. These
are both called pick-up measures. A song has a pickup measure (or anacrusis)
when the first notes of a song occur as an upbeat preparation. Listen for how the
71
anacrusis works as a lead-in landing on a later syllable: "In Christ Al- one" and
"How Deep."
I
~~~:~~ F
(2) 2 & 2 & cr & a 2 cr & a
~.
1 (2) (3) (4) (5) (6) 1 (2) (3) 4 (5) (6) 1 2 3 4 5 6 1 & 2 & 3 & 4 & 5 & 6 &
1(2)(3)(4)(5)(6)(7)(8)(9) 1(2)(3) 4 (5)(6) 7 (8)(9) 1 2 3 4 5 6 7 8 9 1& 2 & 3 & 4 & 5 & 6 & 7 & 8 & 9 &
Compound meters may still have any number of beats, usually 2,3, or 4, and
outside an initial division of the beat, the rhythms are still divided by two.
72
'~e~.~
-------
He is ex - alt-ed, the King is ex - alt ed
--.-/
on _ high, _ _ I will praise _ Him.
©1985 Straigtway Music/Mountain Spring Music
The opening words, "He is exalted, the King is exalted..." exemplify 6/8's
characteristic duple grouping of 6 eighth notes. Compound triple meters have a
grouping of three dotted rhythms for beats. The most common of these is 9/8,
which is not often used in popular music. The classic hymn Blessed Assurance by
Fanny Crosby and Phoebe Knapp is perfect example of a song with a compound
triple meter (Figure 5.28).
Blessed as - sur-anee, Je-sus is mine! _ 0 what a fore-taste of glo-ry di - vine! _Heir of sal
©Public Domain
You will notice in both 6/8 and 9/8 meters thatthough the beatis every
three eighth notes, the time signatures suggest that the beat is on every eighth note.
Compound meters pose a problem with the notation of their time signature. Since
there is no whole number to represent a dotted note for the bottom number in a
73
signature, these time signatures are notated to represent the division of the beat and
not the beat itself. For instance, a "4" represents a quarter note in the bottom
number of the signature, so a dotted quarter note would be 4.5 or something
equivalent. Rather than do this, the compromise represents the time signature in
terms of its number of eighth notes. So a simple duple time is 6/8 instead of 2/4.5
and a compound duple is 9/8 instead of 3/4.5. For both, the beat is still on the
dotted quarter, though the time signature doesn't show this.
Syncopation
As you learn to play various rhythmic values and patterns in different time
signatures, you will notice that some rhythms may be easy while others are more
difficult. Certain rhythms are hard to feel because certain portions of the beat are
more difficult to perceive than others.
The division of the measure into multiples of two, beginning with the whole
note and ending with the sixteenth creates a hierarchy that is very perceptible. For
instance, the whole note in 4/4 whose articulation (the point where the value
begins) is on beat 1 of the measure. This is felt as the strongest and most stable
point in the measure. The next division, the half note creates another articulation on
beat 3, since a divided whole note becomes two half notes on beats 1 and 3. The
third beat marks the middle of the measure and the next most stable point.
The first points of syncopation in a measure lie on the weak beats of the
measure, beats 2 and 4. These beats, together called the "back beat," mark the least
stable beats in common time. Even less stable points are those points that fall
between beats. An eighth note division creates articulations on the upbeats (or
"&'s"), which are halfway between beats. The least stable portions of the hierarchy
are the articulations created by sixteenth notes. The "ee's" and the "a's" are halfway
between each eighth note subdivision (Figure 5.29).
74
~41~1I~
1 3 1234 1&2&3&4& le&a 2e&a 3e&a4e&a
~ r
3
W
3 2 4 2
234 234 I & & (3) & & (I) & & (3) & &
75
Mental Subdivision
If you found the above exercise in syncopation very difficult or even
impossible, a helpful way to increase your rhythmic accuracy is to practice
subdividing the beat mentally. This means being able to hear in your mind (or at
least perceive) a continuous subdivision of the beat. It is relatively easy to feel a
quarter note division because this is usually equal to the beat. However, eighth
notes and sixteenth notes are faster than the beat making them more difficult to feel.
Practice by playing half notes while mentally counting quarter notes, "t 2} 3} 4 JJ
• Tap
your foot to the beat as you play to keep it physically internalized. When you feel
that you have mastered this at a medium tempo, attempt it at a smaller subdivision.
Play quarter notes while thinking eighth notes in your mind. Mentally count, "1 & 2
& 3 & 4 &JJ and keep tapping your foot to the beat. When you get to sixteenth notes
at a medium tempo, it may be too fast to internalize a subdivision that is twice the
speed of what you are playing, so simply count sixteenth notes in your mind as you
play them. When it takes little mental effort to steadily play sixteenth notes at a
medium tempo, attempt to do this while playing syncopated quarters, eighths, and
sixteenths.
beat. Also count them out loud by saying, "1 & a" or "Tri-puh-Iet". Once you have got
the feel of triplets try going back to the original duple rhythm to practice
transitioning between the triplets and duplets (Figure 5.31).
3 3 3 3
2 2 2 2
larger temporal aspect that is central to the way a song is experienced, its musical
form. Form pertains to the larger temporal constructions that determine how a
song progresses from beginning to end. At this point we will begin with the
measure and work our way outward to the largest possible units of song structure
(verse, chorus, etc.).
Phrase
Measures are the basic unit of time that delineates meter, but they are not
the largest. As beats group together to form measures, measures themselves are
grouped together to form a larger unit, called a phrase. Phrases are a collection of
measures that make a complete musical unit that makes sense all to its own. In
other words, a phrase doesn't sound like it needs any more measures to resolve it.
Phrases are usually 4 or 8 measures in length, though some irregular measure
groupings may occur. Listen to the opening phrase to You Are My King (Amazing
Love] by Billy Foote. Even though there are four measures here, they don't sound
complete. If you were to stop at this point in the song, things would seem awkward
indeed (Figure 5.33).
These 4 measures don't sound resolved until 4 measures later, when the
phrase is completed (Figure 5.34).
'to jE
"'---'
I'm a-live_ and well,_ Your Spir-it lives_ with-in_ me, be-
G2 A D
Though song arrangers often change the order of these largest song sections
to determine the flow of the composition at will (and sometimes on the fly), these
different sections have very definable qualities that influence how these decisions
are made. Below is a list of many of these sections and a short description oftheir
79
general purposes and uses in a given song. Song sections are often delineated in the
staff through the use of double bar lines, as between the verse and chorus of the
song below (Figure 5.36).
Verse (or Stanza) - This is a section of a song that usually poses some sort of
question, problem, or dialectic that is often resolved by the chorus. As a result, it is
often introduced before the chorus and could be described as being more "wordy."
When multiple verses occur in a single song, the music is often repeated, while text
can change each time to further develop ideas answerable by the chorus. Key
musical features are: a more confined melodic range, lower melodic tessitura, and
faster and more regular rhythms.
Chorus (or Refrain) - This section of music usually follows a verse and often poses
the answer or solution to the verse's text. The text of the chorus, providing the
punch line for much ofthe rest of the song's text, is often seen as carrying the
central message or point of the song. Though it almost always has different lyrical
and melodic content than the verse, the harmonic accompaniment may be the same.
Key musical features: more expansive or "majestic" range, higher melodic tessitura,
and more expansive (slower) rhythms.
Bridge - Although the bridge has carried a variety of more specific definitions in the
history of music, in the most general of terms it refers to a section of music that is in
contrast to both the verse and chorus, usually signaling the return of one or both of
80
Intra - Simply put, it is a musical section that begins a song (usually instrumental).
It sets the mood and musical context for the song by establishing the "groove" and
preparing for the onset of the verse. Likewise, it usually contains the same
harmonic progression as the section following it (usually the verse), though the
music can be unique to that section.
Dutro - The outro, like the intro is a section defined by its location. It serves to
wrap up the song, often through a harmonic "tag" that repeats the last several
chords or measures of the song. It is often used to wind down a song that has ended
big. Key musical features: typified by the use of a fade-out, and gradual decrease in
tempo.
~c
,~e r r7~.. r r r r'I r T Z
, , , , 7 , , r 'I r' r, e, e'I, 7
' , c, r'·-11 r' r,r,zZ!
tt ••• we understand that which neither in words nor syllables nor letters nor
speech is it possible to express or comprehend how much man ought to praise
God./ xvi
Repeats - The repeat sign is attached to the bar line on the front of a measure, the
back, or both to indicate that all the music contained within the given area is to be
repeated once, or more times if indicated. In the example below, the 4 measures
enclosed by the repeat signs are to be repeated. Repeat signs help reduce the length
of a score by consolidating identical sections of music into a single repeated passage.
If only a backward repeat sign (one attached to end of a bar line) is present, the
entire composition up to that point is to be repeated (Figure 5.38).
~
== r7 r7 r7 r7~'
13' r7 r7 r7 z
7 I: r
7
r 7 r7 r71, r7 z 7 r7 r71:, r7 ~
L r7 r7'~ 7 7
'I) r r r
7
z
7 I:
doesn't save page space so much that it saves one the effort of writing (and thus
reading) bars that are identical (Figure 5.39).
Endings - Endings are used in conjunction with the repeat sign to direct the
performer to a different way to end the repeated section of music. The 1st ending is
the music as it is played the first pass through the repeated section. At the
backward repeat sign, a bracket extends up from the end of the bar to enclose the
measure(s) included in the 1st ending. The performer takes the repeat back to the
beginning of the section and upon reaching the portion enclosed by the 1st ending
bracket, skips that and goes immediately to the 2nd ending, enclosed by another
bracket and usually indicated with a number 2. This may sound confusing at first,
but it becomes second nature soon enough. For an example, refer to the pre-chorus
that leads into the final chorus in Paul Baloche and Brenton Brown's Hosanna
(Praise Is Rising) (Figure 5.40).
Da Capo - This means "to the beginning." Like a repeat, it is written over a specific
measure to indicate to the performer to start over from the beginning. It is often
used in conjunction with the fine or coda.
Fine - It simply means "end", this word is written into the music to indicate when to
end a song when it isn't the last measure on the page. This usually occurs when a
repeat or other symbol has directed the musician to another place in the score
(where fine has been notated) after having played through all the measures on the
page. It is often paired with D.C. or D.S.
84
Figure 5.40 Hosanna (Praise Is Rising) - Paul Baloche & Brenton Brown
D(~ C
,~ I j'
~ see _ _ You,
I
'Cause when we \ye find strength to _ face the day.
DC..:l) C
,~ - I- ~ I
In Your prc - scnce all OUI fears _ arc _ washcd a - way_
G5 _G5_ _ _ _ _ _ _ _ D
I2
,~ - 1£ ¥ ~-
'Cause ,,-hen we see washed a way. _ Ho
Coda (ft) - This symbol refers to a section of music, separate from all previous
music, and is used to end a song. The performer, upon encountering To Coda or the
coda symbol at a specific bar in the music then jumps to the measure where the
other coda symbol is located. It is often used in conjunction with D.C. al Coda or D.S.
al Coda.
Segno (~) - The segno (or sign) is a symbol that is placed above a specific measure
to indicate a specific point to return to in the music, much like a forward repeat sign.
It is always paired with D.S. al Fine or D.S. al Coda, which indicate at some later point
in the music to return to the measure that had the sign. The 4 notational terms
above result in 4 common phrases found in music that combine these terms to
create a specific set of instructions. They are:
2) D. C. al Coda - This means to return to the beginning and play the music to
the coda sign (al Coda), at which point they will skip to the other Coda sign
and play the coda section.
3) D. S. al Fine - Return to the sign (dal Segno) and play to the end (al Fine).
4) D. S. al Coda - Return to the sign and play to the coda sign (al Coda), at which
point the performer will skip ahead and play the coda section.
~"~"~
ne- ver cease to war - ship You._ Shout to the Lord,_ all the earth,
A Tempo - Meaning, "in time", this is a term that is used to indicate a return to
original tempo after some kind of tempo alteration has been employed (Figure
5.41).
Rubato - Traditionally, this term has a more strict meaning of how it affects rhythm,
but it is commonly used to express the free use of time. Playing rubato allows the
performer to slow down or speed up notes at will. The completely free use of time
is often employed by a chord-playing instrument to create a specific atmosphere
during reflective moments of a service, as during prayer.
~~~- =gg§d~u~
Thee: How great Thou art, how great Thou art!
Practice Exercises
The practice exercise for this chapter involves examining the rhythmic
content and form ofJoel Houston's song, From The Inside Out, in its entirety (Figure
5.43). This song provides a great exampIe of song that contains many of the
concepts discussed in this chapter. Match the vocabulary on the list below with the
song by circling where you find it in the score and identifying it with the term's
designated number.
1.A thou-sand times_I've __ failed, __ still Your mer cy re -mains. _ _ And shonld
F C G
slum - hie a gaio, _ _ still I'm caught _ _ in Your grace. Ev -cr last -
Am F C G
illg, Your light will shine when all else fades. ;:-..Ic-vcr end
,\m F C G
J j
ing, _ _ Your <Tlo ry goes - be yond all fame.
'"
p C G F C G
~: 7' ,7'
7'
7'
/
II
7'
I
7'
2
7'
2
7'
I 2
7'
?
7'
I
7'
Z
7'
I-
2.Yonr will a-
F C G
F c G
jng, Your light will shine when all else fades. 1\e-ver-end
Am F c G
,-
Am
III - side - out, Lord. Let just - ice and praise _ _ be - come my em - brace,_
G
Dm IDtl1 2.3.
7
r 7
rrr · 77'~
to - love You from the in - side out. 111 - side out. Ev-er-Iast -
Am F c G
F r ~--
ing, Your light will shine when all else fades. Ne-ver-end -
Am F c G C F
ing, __ Your glo-ry goes be - yond ail fame. And the cry _ _ of my heart __ is to bring-
90
G Am r G G
2nd lime 10 Coda
~ You praise, from the in side out, Lord. illy soul cnes out.
F C Am G F Am G Om
D.S.a/Coda
~ 77771
c rrr 7~ 771 7~~71
TCTT:: r e r r , Z
77771 r77771
r r r : 77771 rT'
CTC::
77771 77778
rTZ 8
TCCT:: z: z
in - side - out, Lord. Let just - ice and praise _ _ be - come my em - brace,_
c r G Am F G
cry _ of my heart is to bring _ _ You praise, from the in side out Lord. my soul_
F G F G F G F
_ cries out. from the in side out. Lord my soul cries out. Lord. _ _
xvGustave Reese. Music in the Middle Ages (New York: W.W. Norton & Co., Inc.,
1940),64.
CHAPTER VI
92
~ •
1
•
2
•
3
•
4
•
5
•
6
•
7
•
8/1
do re mi fa sol la ti do
1-Tonic (lido")
2-Supertonic (lire")
3-Mediant ("mi")
4-Subdominant ("fa")
5-Dominant ("sol")
6-Submediant (lila")
7-Leading Tone ("ti")
8/1-Tonic (lido")
The 1st and 8 th notes are called the tonic or do; they are foundation of the
scale and key. As for the six other notes of the scale, the name describes how that
note relates to tonic. For example, the supertonic (re) is so called because it is above
tonic. Likewise, the seventh note of the scale (ti) is the leading tone because it
"leads to tonic" from below. Play and sing the examples below for a clear
understanding of these pitches relation to the tonic (Figure 6.2).
~ L L
re do ti do
93
The reason for the other scale names is made a bit clearer if we position the
notes of the scale so that the tonic is on a central axis and the other notes are
arranged above and below in stacked thirds (thirds are intervals and will be
discussed in the next chapter). The below diagram shows notes from a Cmajor
scale (Figure 6.3).
t
.. 6 - Submediant "la"
4 - Subdominant "fa"
Arranged this way, we see that scale degrees 4~ and S~ (fa and sol) are at the
ends of the axis, the position named "dominant." Sol is the dominant while fa is the
3~
A
dominant below, hence subdominant. Degrees and 4 (mi and la) are given
corresponding designations, mediant and submediant, respectively, as they lie
midway between the tonic and dominant.
This naming system may appear to be of technical paltriness at first, but
these designations become increasingly relevant as you progress further with scale
and chord theory. But let us return to the present discussion of scales and keys.
"WI} represents a whole step between notes and "H" represents a half step.
W-W-H-W-W-W-H
WWHWWWH
C-D-E-F-G-A-B-C
II! ... -
u
~
do re mi fa sol la ti do
We use the C major scale first, because it has no sharps or flats, only natural
notes (Figure 6.4). However, major scales with any other root than Cwill need to
accidentals to adhere to the same pattern of whole steps and half steps. For
instance, a scale starting on Dwith only natural notes would not be a major scale
since the pattern of whole steps and half steps is different (Figure 6.5).
95
WHWWWHW
D-E-F-G-A-B-C-D
t- •
~
" -
~
re mi fa sol la ti do re
So to make a D major scale, two sharps need to be added. The Fq must be raised to
an F# and the Cq must be raised to a C# (Figure 6.6).
• •
do re mi fa sol la ti do
WWHWWWH
D-E-F#-G-A-B-C#-D
Key Signature
In the example above of D major, we had to add 2 accidentals (F# and C#) to
create a major scale step pattern starting on D. These two sharps makeup the key
signature for D major. A key signature is the collection of accidentals needed in a
particular key to create a major or a minor pitch collection. The key signature is
96
shown at the beginning of every line of staff, immediately to the right of the clef, to
show the key on every line of the song (this is important, as sometimes the key in a
song, and thus key signature, may change). The example below shows the beginning
of Billy Foote's You Are My King (Amazing Love]. The two sharps in the key
signature tell us that this song is in the key of D major (Figure 6.7).
I'm for -gi" - en, _ _ be - cause You were _ for - sak - eu.
©1996 worshiptogether.com songs
If. • ~. ~. - • #- •
Ii 0 2 =I
0 2
0 2 3
WWHWWWH
D-E-G b-G-A- B-C~-D
------------------------------
97
All seven letters of the pitch alphabet must be used. Although, this may seem
an insignificant issue at first, such discrepancies cause confusion among musicians.
The use of confusing notation and terminology can make chart reading
difficult for musicians who become accustomed to seeing keys spelled the correct
way. Therefore, learn how to speak the language correctly. As a church musician
who may be in charge of creating charts for the musicians in your band you should
set other musicians up for success and avoid needless errors.
Here are 2 rules about scales that will be helpful in ensuring you use the right
pitches at the right times:
1) A scale must use all 7 of the letters of the musical alphabet, also:
2) Scales may use sharps and flats, but none use both at the same time. l l
These rules have made necessary the use of Fb, Ej:l:, Cb, and Bj:l:. It may be
annoying at first to think about Ej:l: or Fb instead of For E, but there are some cases
where these enharmonic equivalents are needed (Figure 6.9, 10).
WWHWWWH
Fj:l:--Gj:l:--Aj:l:--B--Cj:l:--Dj:l:--Ej:l:--Fj:l:
11 In fact, there are some scales that use both, but they are not diatonic, making them very rare in
popular styles.
98
> ~
>
WWHWWWH
C~--D~--E~--F~--G~--A~--B~--C~
Below are some uses ofthe notes Cb and Fb (Figure 6.11, 12).
,
> J
WWH WWWH
Gb--Ab--Bb--Cb--Db--Eb--F--Gb
• 17• 1'.
v
> J
WWHWWWH
Cb--Db--Eb--Fb--Gb--Ab--Bb--Cb
99
Sharp Keys - These may be learned through a helpful fact: The last sharp in the
sequence is the leading tone of the key, with the exception of C major (where there
are no accidentals). Thus in G major, the F# leads to the tonic G, and the next
example, with 2 sharps, the C# leads to D, and so on (Figure 6.13).
t t.
, ..
<
" "
TO
"
TO
Flat Keys - The trick for learning flat keys is a little different: The with the
exception of C major and F major (where there is only on flat), the second to last flat
in the sequence is the key. Thus, in the 3 rd example, the second-to-Iast flat is B~,
which is the key, and in the next one, E~, and so on (Figure 6.14).
100
t ,
t ..
~
Worship leaders are often placed in the role of arranging and distributing
music. It is then becomes the responsibility of such an individual to make important
decisions, like what key to playa song in. Though every key has its enharmonically
equivalent key, oftentimes worship leaders will chose to notate a given song in the
first key that comes to mind without giving a thought to the other possible key
spelling. Yet, in an earlier discussion, we found that certain interpretive difficulties
arise from having to read music in enigmatic keys that require confusing notation,
like double sharps and flats. Potential problems like these may be avoided simply
101
t t t I
I I I
If you are a guitarist, you might be staring at the 6 sharps F~ major thinking,
"I like sharps. F~ major just looks better to me." I would agree with you. Musicians
who play stringed instruments tend to prefer keys with sharps rather than keys
with flats. So, as a guitarist, I would much rather play in the key of F~ major. The
reason has to do with the way stringed instruments are tuned. The guitar's strings
are tuned to the notes E, A, D, G, and B. Each one of these keys is a key that uses
sharps. Therefore, the music that is idiomatic for guitar uses open strings and tends
to be in these keys. Hence, guitarists generally prefer sharps. Knowing your
102
musicians well enough to understand they're preferences can be big aid in trying to
make playing together as efficient as possible and when in doubt, choose the key
with the fewest accidentals.
Taking the major scale, we assign these names to each tone (Figure 6.17).
1 2 3 4 5 6 7 8/1
Do-Re-Mi-Fa-Sol-La- Ti-Do
~ . •
v ~ J
do re mi fa sol la ti do
103
CD E F GAB C
Do-Re-Mi-Fa-Sol-La- Ti-Do
This allows us to be able sing a melody with the same names in any key, thus the
first line of Joy to the World would be thus (Figure 6.18).
Figure 6.18 Joy To The World - George Frederic Handel & Isaac Watts
.loy (0 the world, the Lord IS cOllle. LeI earth rc -ceive her king!. _ _ Let
do Ii la sol fa IIll re do sol la la Ii Ii do
©Public Domain
W-H-W-W-H-W-W
This pattern will create a whole new set of keys. Thus a minor scale starting on C
would as such (Figure 6.19).
~ .. ..
v ~
v ~
-
do re me fa sol Ie te do
104
WHWWHWW
C-D-E~-F-G-A~-B~-C
~ • • • •
v ~ v , J
~
-
~3 ~6 ~7
Harmonic Minor - This is the same as a natural minor scale, but employs the
leading tone, or ti, of major. Therefore, since natural minor contains a ~3, ~6, and ~7,
with respect to major, the harmonic minor scale may easily be thought of as having
only a ~3 and ~6. Thus, Charmonic minor scale contains only the accidentals E~ and
105
Ab. The harmonic minor has applications that will be discussed in depth in Chapter
XIII (Figure 6.21).
U ... •
, "
"
-
do re me fa sol Ie ti do
WHWWHWW
C-D-Eb-F-G-Ab-Bq-C
Melodic Minor
The melodic minor has two alterations that differ from the natural minor
A
scale by using both the raised 6 (fa) and the leading tone, T (ti) from major. This
leaves only b3 from natural minor (Figure 6.22).
U ... •
k
"
-
do re me fa sol la ti do
C-D-Eb-F-G-A-B-C
WHWWWWH
106
Familiarize yourself with these minor scale forms now, as they will become
more relevant as we progress through theory, especially in Chapter 10 when we
discuss chromaticism through modal borrowing. For now, spend some time
becoming with the sound of minor and its difference to major through solfege.
For example, the carot 0 Come, 0 Come Emmanuel, which is in a minor key uses the
natural minor collection, would be pronounced with these syllables (Figure 6.23).
107
Figure 6.230 Come, 0 Come Emmanuel- Henry Coffin, John Neale & Thomas
Helmore
'I F
ran
sol
J
some
me
J
cap
clo me
15
re
_
clo
ra
Ie
el
clo
that
©Public Domain
Chromaticism in Solfege
Oftentimes, in a major or minor key, you will come across a note that isn't
naturally part of the major or minor key. In such cases, you must also alter the
solfege to reflect this change (it is this consistency that makes solfege so effective).
Generally, flatted notes receive the vowel "_en while sharpened syllables get the
altered vowel "_i". The only exception is with the case of the rarely lowered
supertonic (b2). In this case, re already has the syllable "-e", so it is changed to ra.
As a reminder, solfege syllables are relative to tonic of the key, so don't always
associate Cwith do or Db with ra. A chromatic scale of solfege beginning on Cwould
be (Figure 6.24):
~ q.. ~ .. v_
~- fj- .,
C--C~/Db--D--D~/Eb--E--F--F~/Gb--G--G~/Ab--A--A~/Bb--B--C
One of the most common alterations of the scale you will find is the ~4 (Ii) in
major keys and is especially common in hymns. Take the hYmn It is Well for
example, the solfege accommodates the chromatic note on the word "billows"
(Figure 6.25).
~I ~ ~ . 4§
When peace, liek a ri ver, at - ten deth my way, when
sol sol fa mi mi re mi fa la sol fa Illi sol
tl sor
F
rows
J
like
~
sea bil - lows roll, what
do ti la la sol Ii sol sol
©Public Domain
Key Relations
Parallel Keys
Keys that share the same tonic pitch, yet contain a different sequence of
whole and half steps are said to be parallel keys. For example, C major and Cminor
do not have the same key signatures, but they do share the same tonic, making their
scales run parallel to each other. E minor is the parallel minor of E major and vice
versa (Figure 6.26).
• • • •
• • • • •
• • •
109
C-D-E-F-G-A-B-C
C-D-Eb-F-G-Ab-Bb-C
Relative Keys
Another way keys relate is through similar pitch content. If you take the keys
of C major and A minor, neither has any sharps or flats. Thus they are said to have
the same key signature. Major and minor keys that share the same key signature
are related. A minor is the "relative minor" of C major and C major is the "relative
major" of A minor. Notice that A is the found on the submediant A, or la, of C major
scale. One can easily find the relative minor of any key from this point in the major
scale. Finding relative major is just as simple, simply go to the mediant (mI] of the
minor scale. Cin this case of A minor.
,
Relative Keys, C Major:
• •
.... • •
A Minor:
I·· • • • • •
R2 34567 R
C-D-E-F-G-A-B-C
A-B-C-D-E-F-G-A
R2 3 45 67 R
110
16_"~
li22J
t.}
• C
JL --,
![1')_ _'_-,
.J
c~
The cycle of fifths is more than just a handy aid for remembering what keys
have what sharps or flats, but it shows how the keys are related. According to the
cycle of fifths, the key of E is closely related to A (a difference of one sharp). This
means that there is only one note different between the two keys. This becomes
more important later on, especially as we discuss modulation techniques at the end
ofthe book. For now, remember that keys have relations were some are closely
related because they share a common tonic pitch (parallel keys) and others are
112
related because they share common pitch content (relative keys & keys related by
fifth).
Practice Exercises
In the practice exercises below, notate the key signature and scale both on
the staff and in the tablature - either major or minor, as indicated (Figure 6.29 -
6.35).
In the following exercises, identify the key of the song excerpt and then write
the solfege for the given melody under the example (Figure 6.36 - 6.42).
Bless - ed _ be _your _name _in the Jand that_is _plcn - ti - f ul, _ where Your
©2002 Thankyou Music
Figure 6.37 How Great Is Our God - Chris Tomlin, Ed Cash, & Jesse Reeves
C Am?
4~_· J3
T~ my God shouldst die for me') A
©Public Domain
SaY.jor, Hc eaulIIovc the lIIountains. My God is migh-ty to save, _ He is migh-ty to saw. _ For-
©2006 Hillsong Publishing
115
Figure 6.40 How Deep The Father's Love For Us - Stuart Townend
D Em D/F# G D/F# D/A A
4~ij&~~.
How Deep the Fa - ther's love for liS, how vast be-yond al Inea that
©1995 Thankyou Music
Figure 6.410 The Deep, Deep Love Of Jesus - Samuel Francis & Thomas Williams
Em Em(, B C Am6 B Em
o
hound less free,
©Public Domain
Figure 6.42 Crown Him With Many Crowns - Matthew Bridges, Godfrey Thring, &
George Elvey
D B 111 G D F# D A 7 'E D _\
Cro\\'11Him I\'ith ll1H - 11)' erOW1IS, the Lamb up - 011 His throne. Hark!
D Ad B 111 DEED A'd E7B A D E E7 A AG
hoI\' the hcav'1I - I)' an - them drol\'1Is all InU - sic but its 01\'11, .-\
©Public Domain
Notes
CHAPTER VII
INTERVALS
Simply put, an interval is the space formed by the distance between two
notes when they are sounded together, either in succession (melodically) or at the
same time (harmonically) (Figure 7.1).
~ .. ..
. .
J
-
Numeric Value
We assign a numeric value to any interval simply by counting how many
notes it takes to get from one to another. At this point, it is not important whether
117
we use a major or minor scale, we simply count note names (pitch classes). For
instance, to count the numeric interval from ( to any note above it, we use an
ascending scale starting on ( (and counting ( as 1). Each pitch class above (then
has a number representing the numeric interval between C and it (Figure 7.2).
~ .... .. .. .. .. . .. .. .. .. .. ..
-
.-
V k
-
u
- - - J
- - - - -
1 2 345 6 7 8 9 10 11 12 13
do re mi fa sol la ti do re mi fa sol la
Notice that the scale does not stop at the octave, but continues to the 13 th note
above C. Though pitch classes repeat themselves in the next register, we still
identify intervals that are bigger than an octave. This becomes important later on as
we use these intervals to discuss complex harmonies like 11 th and 13 th chords.
Take, for example, the second interval created in the scale above, (-D. Dis
the second note, so we say the interval from ( to D is a 2nd . Similarly, E would be a
3 rd above (, and the E an octave higher and would be a 10 th . The numeric
designation follows suit with every interval, except for intervals of the same pitch
class. These are termed unison and octave, instead of 1st or 8 th , depending on
whether the notes are in the same register. Basically, if two notes of the same name
share the same register, they are a unison (1), ifthey are in different registers, the
interval is called an octave (8).
118
Interval Inversion
As we've just seen, numeric distance is specific to the distance between two
given notes in the scale, meaning we measure the interval from the lower of two
given notes. As result, for every set of two pitches, there are two possible intervals
depending on which is lower. For instance, between the notes C and E, possible
intervals could be a 3 rd (if Cwere lower, Figure 6.3) or a 6th (if E were lower, Figure
6.4).
I'Ii OS:
~
~
Ie
~
() 2
•
"I
•
0
•
2
•
()
•
E 1 2 3
C do mi
~ ... .-
. ~
.
~ v ~
C 1 2 3 4 5 6
E mi do
When the order of notes in a given interval is reversed so that the lower note
changes positions with the higher note, this is called inversion. It is very important
to understand that two given notes can create two different intervals depending on
119
their order, yet acknowledge that the fact that they share the same pitch content
makes them related through inversion.
Throughout this chapter, intervals related by inversion will be introduced
together since, in sharing similar pitch content, they tend to share similar musical
applications. Though intervals provide the basis for chord theory (begun in the next
chapter), we will take advantage of the present opportunity to discuss how both
instrumental and vocal musicians utilize these specific intervals to make them an
immediate feature of the musical arrangement. Rather than simply being the
background as the ingredients that make up the chords we hear in a song, we will
see how musicians exploit intervals themselves and bring them to the musical
foreground to create dynamic song arrangements.
Interval Quality
Quality is the other factor that determines the type of interval. Quality is
affected by the size of a specific interval and is related to the number of whole steps
or half steps that make up a given interval. A variation of one or two half steps on
the size of an interval will affect the interval's quality. Take the interval of a 2nd for
example. The distance from C-D is a 2nd, regardless of any sharps or flats, because
D the second note in a scale starting on C. This means that C-Db is also a 2nd ,
because D is the next note, even though they are two different interval sizes. C-D is
a half step larger than C-Db. They are both seconds, but of different qualities. C-
D, as the larger interval, is called a major 2nd (M2). C-Db is one half step smaller,
but is called a minor 2nd (m2).l1 There are in fact 5 different interval qualities:
perfect, major, minor, augmented, and diminished.
11 A whole step is the same as a major 2 nd and a half step is the same as a minor 2 nd . Thus, W = M2, H
=m2.
120
Perfect Intervals
There are four essential types of perfect intervals, the perfect unison, 4th, 5th,
and octave (Bve). There is a long history explaining why they were given the name
"perfect," but part of the reason lies in the very open, seemingly crystalline, sound
these intervals create when they are sounded together. In major or minor scales,
the tonic note paired with the tonic, fourth, fifth, or octave of the scale creates a
perfect interval. A "P" before the interval number is used to indicate these intervals.
Above the octave it is also possible to have perfect intervals. The P11 and P12 are
those immediately above the octave. Though the 11 th is specified in some more
complex chords, colloquially, we reduce compound intervals to their equivalents
within an octave (P4 th and P5 th ) for the sake of simplicity (Figure 7.5).
Unisons - Though "interval" is probably not the most accurate way to describe this
sonority, nonetheless, intervals of the unison are created by two notes of the same
pitch sounding together. Unisons are especially noticeable in light of all other
intervals, which create harmony. Take any vocal section from two solo singers to a
full choir there are times when singers may need to sing "in unison" as opposed to
"in harmony" in order to create necessary contrast in a vocal arrangement of a song.
The example below shows a unison with the tonic of the Cmajor scale, do (Figure
7.6).
121
~ .... ... ..
" ~
" ~
-
-
C 1
do
Octaves - Like unisons, octaves are made up notes of the same pitch class, but the
~ ... ... ..
, u
~
"
~
-
-
C 1 8
C do do
On a chord chart, octaves may be designated with "8" next to the root name (Figure
7.8).
1\ .ioI •
--
v
- v ,
-
.. -
- v
- - - - - - - - - - ----------------
122
8 ve : G G# A A# B C C# D D# E F F# G
Root: G G# A A# B C C# D D# E F F# G
Figure 7.9 Come In From The Outside - Israel Houghton & Meleasa Houghton
NC
fJ I
., ., .,
.. .. -.
--
~ * * * *
*-------*
..
••
Come in
--
.. ..
from the out - side:_
.,
..
1'\
••
.
Don't
• •
be a-shamed.
- -
')
" 0 IV JV 'v - -
- 0 0 u "u
,n
w
" '0
Fifths - Moving up from the do, we reach the fifth note of the scale, sol. In major and
minor keys, this is a perfect fifth (PS) (Figure 7.10).
123
,
"
...
v
~
... ..
V k
--- ~
V k
G 1 5
C do sol
'-
....- ~!l:: ...
- WI. "..- ... H .. ~ .. !l .. ,
-" -
--
k
V
- '-' ;; - ~ v U / 'v
-
5 th : D D# E E# F# G G# A A# B C C# D
Root: G G# A A# B C C# D D# E F F# G
Israel Houghton's You Are Good makes use of power chords during the bridge
section ofthe song. The tab below shows power chords that are made up of both
fifths and octaves. This amounts to a chord made from the root, fifth above, and the
root above that (R-5-R) (Figure 7.12, 13) .
124
t..)
..
-
""'
""'v
t. ~ ~
You are_ good, _ _ all the time; All the time, you are - good;
-
'. -
""' -. ':. .
- ""' ""' - . -
- -
©2001 Integrity's Praise! Music
Figure 7.14 How Great Is Our God - Chris Tomlin, Jesse Reeves, & Ed Cash
You will probably find that this doesn't create the sound that most vocalists
would find appealing when attempting to harmonize a part. Though fifths and
125
fourths may make for some interesting vocal harmonies, most people prefer the
richer sound of major and minor intervals (to be discussed later).
Fourths - Similarly, perfect fourths (P4) are intervals that are found naturally on
the 4th scale degree (fa) up from the tonic (do) in both major and minor scales
(Figure 7.15).
t ... ~
F 1 4
C do fa
The P4 is the defining interval of the commonly used "sus4" chord. It's
"suspended" sound is due to its dissonance (a concept to be addressed later in the
chapter), which resolves best to the 3rd note of the scale (fa resolves to mi) (Figure
7.16).
U ... ...
- ~
- J
4 3
fa mi
126
Figure 7.17 Hosanna (Praise Is Rising) - Paul Baloche & Brenton Brown
D c; ,us-+ c; E m7 C2
The diagram below shows the P4 interval of each sus4 chord in the chromatic
scale (Figure 7.18).
'I lol •
@ • H· IT
- :.,
---
-
k
~ ~
U / 'k
'-
-
4 th : G G# A A# B C C# D D# E F F# G
Root: D D# E E# F# G G# A A# B C C# D
thirteenths. Earlier, we compared the intervals C-D and C-Db and found that
while they were both seconds, they had different qualities, major and minor,
respectively.
Examining the interval content of major and minor scales helps to determine
the non-perfect intervals larger than a 2nd . Both major and minor scales begin with
a perfect unison (Pl) and a major 2nd (m2), but the following major and minor
intervals are different according to their respective major or minor scale. For
example, a C major scale contains E, A, and B on the 3rd , 6 th, and 7 th scale degrees.
Thus the intervals created above tonic are a major 3rd (M3), major 6th (M6), and
major 7th (M7), respectively (Figure 7.19).
~
-
-u - - - - - - - - - -
We already know that the 3 rd , 6 th, and 7th, are flatted in minor, so likewise, the
intervals created by Eb, Ab, and Bb, are the minor 3rd (m3), minor 6 th (m6), and
minor 7 th (m7), respectively (Figure 7.20).
Therefore, to determine the major or minor quality of a 3rd, 6 th, 7th and the
compounds (10 th and 13 th ) is a simple matter of determining whether the higher
note fits into a major or a minor scale based on the bottom note.
128
-
:<..
- - - - -
u
Thirds - Major and minor thirds are generated from the 3 rd note up from either the
major or minor scale, mi or me (Figure 7.21,22).
• .. ~
u ~
L
" L
E 1 3
C do mi
~
... ~
.
.
Eb 1 b3
C do me
------------- . _ - - - - - - - - - - - - - - - - - - - - - - - - - - _ .. _------
129
Sixths - Major and minor sixths are generated from the sixth degree of the major or
,J .. .. -
v ,
~ ~
A 1 6
C do la
~ .. .. •
,
v
Ab 1 b6
C do Ie
A vocalist could invert this harmony so that the line is sung below the melody,
creating a string of sixths, beginning with a minor 6th below (Figure 7.26).
In a minor key, a melody moving up to the 4 th note of the scale would proceed
do-re-me-fa-me-re-do. This would be harmonized beginning a minor 3 rd
above, on me, and following the scale (me-fa-sol-Ie-sol-fa-me) (Figure 7.27).
12 "Similar motion" with regard to vocal harmony implies that a harmony line follows the melody in
terms of pitch direction (i.e. when the melody goes up, so does the harmony). This is different from
stricter "parallel motion" which means that each vocal part moves in the same direction maintaining
a strict intervallic distance (i.e. always a M3 apart).
131
U -
~ ~
~
- v - ~
'" J
-- - L..
-' v
~
~
Likewise, the inversion of this same harmony would begin a M6 below do (Figure
7.28).
, J V - ,
, -
~
-" '"'
-
-" - ,
The bridge section of the popular song, How Great Is Our God, provides a
perfect example of a moment where the harmonizing voice can follow the melody in
thirds quite well. In this case, the harmony part is sung above the melody, but the
132
inversion of this interval (sixths below) could work just as well. Try singing the
below vocal harmonies along with the melody and accompaniment in order to get
the full effect of how they resonate with the other voice and the overall harmony.
Familiarize yourself with singing these parts both above and below the melody
(Figure 7.29).
Figure 7.29 How Great Is Our God - Chris Tomlin, Jesse Reeves, Ed Cash
c
~:~§:~~
Name a - bove_ all_ names;__ You are worlh-y of_ all_ praise.__ My
©2004 worshiptogether.com songs, arr. by the author
However, at the beginning of the song, singing a third above the melody may not
sound as pleasant (Figure 7.30).
Figure 7.30 How Great Is Our God - Chris Tomlin, Jesse Reeves, Ed Cash
C Am
As you sing both examples, listen to how well the harmony of the first
example resonates with the chord progression of the song, while the second one
does less so. Sometimes a harmony part may fit well with a melody alone, but with
the accompanying chords, may sound out of place.
Creating a great harmony line isn't as simple as singing thirds or sixths along
with a melody, however. Often times, the chords of a song demand one to sing a
harmony at an interval other than a third or sixth. So, to craft a harmony part in an
artful way, it is important to be able to sing a third away from any note (above and
133
below), but also to hear when it is necessary to deviate from this pattern. At some
points in any given song, it may be desirable to harmonize the melody with an
interval that may be typically avoided, like the perfect fourth or fifth, or even a
major or minor second, even if they are more dissonant sounding with the
accompanying voice than a third or sixth is.
Seconds - Major and minor seconds do not reflect their respective places in the
major and minor scale, the same way the other intervals have. The major 2 nd is
found as the second scale degree (re) in both major and minor scales, while the
minor 2 nd is equivalent to the half step. The m2 is found in mi-fa and ti-do in
major keys, likewise re-me and sol-Ie in minor keys (Figure 7.31, 32).
., ., .. ..
v ~
:! ~
-
-
D 1 2
C do re
Ii C
B
1
L e 2:
3
mi
3
4
fa
e 2:
0
7
ti
8
do
134
Sevenths - Major and minor sevenths are the inversion of seconds and do reflect
their places in either scale. The major 7th is found on the seventh scale degree of
major, ti (Figure 7.33, 34).
, . .. ..
.
V ~ J
J J
B 1 7
C do ti
, . . ..
J
V . J
V
" J
Bb 1 b7
C do te
Major seconds and minor seconds and their respective inversions are
dissonant intervals, meaning they don't harmonize very well in isolation, but they
do occur in more complex chords. It is necessary to be very careful how to treat
them when bringing out this sound in the music, for when it is done well, the effect
can be quite beautiful. The vocal duo Shane Barnard and Shane Everett, known for
their great harmonizing, have often used these dissonant intervals in their music
and achieved amazing results. The use of these intervals in popular music is a
135
rather complex topic that cannot get full treatment here. For now it is beneficial to
become acquainted with their sound and how they sound in context.
In context, these intervals are usually employed as some sort of passing
harmony, wherein a second melody line passes through a dissonant 2nd or 7th
momentarily, to rest on a more consonant interval. The examples below provide
examples of these possible harmony lines accompanying a single note: in each case,
C. The examples depict upward and downward resolution of major seconds, minor
seconds, and their inversions (sevenths) (Figure 7.35, 36).
, - - •
~ ~
J J
V
- J
~ • • • •
- v
- ~- ~ v
-
~
At times, a 2nd will appear in exactly this context, where it occurs as part of
a descending line either above or below that is harmonizing a sustained pitch. In
this case, the dissonant interval resolves downward to a consonant third. Such a
--------------~--~------~-~-~.~-~_.
136
harmony part could be sung below the melody of Shout To The Lord at the end of the
verse on the words, "mighty love" (Figure 7.37).13
Figure 7.38 How Great Is Our God - Chris Tomlin, Jesse Reeves & Ed Cash
Am F
:~
_ Let all the earth_ re-joiee. _ _ All the earth_ re-joiee. _ _ How great_
It may be that it takes some practice to get use to singing this type of
harmony. In order get comfortable singing this type of dissonance, a singer must
not only listen to how the note they sing resonates with melody, but also to how it
resonates with the chords being played. This discussion of consonant intervals
versus dissonant ones and the practical uses of both necessitate a more in-depth
overview of this topic from a music-theoretical perspective.
The Tritone
The tritone is a unique interval that is created through the simultaneous
sounding of the fourth and seventh scale degrees,fa and ti. Whenfa is the lower
note, the interval creates a type of fourth, called an augmented 4th (Figure 7.39).
• .. ..
v v ,
V
B 4 7
F fa ti
When ti is in the bass, the inversion of the augmented 4th is the diminished 5th
(Figure 7.40)
• .., .., .. .. ~
v ,
v ~
J
~
-
F 7 4
B ti fa
138
lI! ..,
v ,
J ~
Z
14 This character earned this interval the nickname diabolus in musica ("the devil in music") and was
banned from music in the Church for centuries. IronicalIy, today it is arguably the harmonic
centerpiece of gospel music.
139
7 th chord (E7 in both cases) and is even an interval to be sung in the melody. Play
each example (Figure 7.43).
lSln a way, dissonance can help to tell a story in music. Like any good story, a well-established
conflict will make an eventual resolution more enjoyable. Throughout this book we will return to
this idea of consonance and dissonance to uncover techniques for using it to our advantage for
making music exciting and beautiful.
,-------- ---~ --- - - - -
140
•
1'-
~.
...• tl·... ~. ~.... ... ~.... ... ~.... ...
I,.
&.,.. q..- ~. q$
Ii ~ ~
g i § g 3 : j : J ::
C D D C C C/D D C C C D D C
Pl-m2-M2-m3-M3-P4-Aug4jDimS (TT)-PS-m6-M6-m7-M7-P8
You will notice that this chromatic spectrum of intervals spanning a full
octave creates a pattern of consonances and dissonances. This pattern is a
palindrome because each interval creates the same quality of sound, consonant or
dissonant, as its inversion. The exception is the P4, which traditionally can be either
consonant or dissonant depending on context. This dissonant 4 th occurs in both
"sus" chords and 2nd inversion chords, a concept we've already touched on and will
be covered in more depth in the following chapters on chord theory.
are played harmonically. Some dissonances, most notably the m2jM7 and the
Aug4jDim5, can even be difficult to sustain by a vocalist as they create a significant
amount of harmonic tension and seem abnormal in most popular music contexts.
The example below gives the chromatic spectrum of notes and in the first
three rows below the TAB, assigns each one with a solfege syllable, note name, and
interval name as it relates to the first note of the scale (Figure 7.45). The fourth row
identifies each note as it relates to the major scale, Le. scale degree. Being able to
identify a note this fourth way will become helpful as we discuss chord theory more
in depth.
~ .. V' . . . ~ ... ..
- ,.. • • • • • • • •
v v
'"
Note Name:
C-Db-D-Eb-E-F-F#jGb-G-Ab-A-Bb-B-C
Solfege Syllable:
do-ra-re-me-mi-fa-sol-sifle-le-la-te-ti-do
Interval:
P1-m2-M2-m3-M3-P4-Aug4jDim5-P5-m6-M6-m7-M7-P8
Scale Degree:
1-b2-2-b3-3-4-#4jb5-5-b6-6-b7-7-8
Play your instrument and sing each ascending interval melodically (one after
another) and return to the starting pitch. Start with the m2 and expand outward to
larger intervals by using C or another constant tonic as a reference pitch.
- - - - - - - -----
142
Figure 7.46 Well-Known Songs and the Intervals that Begin Them:
m2 - Theme from]aws
M2 - Happy Birthday
m3 - What Child Is This?/Greensleeves
M3 - Holy, Holy, Holy
P4 - How Great Is Our God
Aug4jDim5 - The Simpson's Theme
P5 - 0 Come, 0 Come Emmanuel
M6 - NBC (three-note chime melody)
m7 - Star Trek: The Original Series Theme
143
Transposition
A firm understanding of intervals is also extremely helpful for quickly
transposing music. Transposition is the notation or performance of a composition
in a different key from the one in which it was originally written. 16 Consider these
typical instances where transposition is needed:
16Theodore Baker, ed., Schirmer Pronouncing Pocket Manual ofMusical Terms, 5th ed., (New York:
Schirmer Trade Books, 1995), 243.
144
3) Transposing with a capo (by known key): The capo is a clamp that is set
across the fingerboard of a guitar to raise the pitch of the strings. Oftentimes
a guitarist will use one to allow for similar chord fingering 1 ? to be played in a
variety of keys. In such a case, a guitarist my have a specific key he or she
desires to play in while maintaining the fingerings of a different key. Here,
the guitarist must determine the intervallic distance from the original (no
capo) key and the desired key and place the capo at the fret that is that
distance from the nut of the guitar neck.
17 It is often preferable for a guitarist to choose a key that allows for chord fingerings with open
strings, generally the major keys of C, D, E, G, A, and B. A capo may be used to play the fingerings of
these keys where barre chords would otherwise be required.
145
There is another method for transposition that can also act as a shortcut if the
interval oftransposition is too large or is an awkward interval that is unfamiliar.
Simply transpose the first chord by that interval and then count the number of steps
up or down to the next chord and determine the same distance from the transposed
chord. For instance, if the key to be transposed is in the key of E and contains the
chord progression E7 F:#m7G:#m7A, and this needs to be transposed to the key of
A simply follow the pattern of intervals generated by this succession of chords.
E7 F:# is a whole step, F:#7G:# is another whole step, and G:#7A is a half step. Now
copy this pattern, beginning with A.
Old key:
E7F:#m7G:#m7A
New key:
A7Bm7C:#m7D
Since many songs have chords that move at small intervals, this can be a quick and
easy way to transpose.
As you continue to study scales and chords, instantly recognizing the distance
between two notes will become more intuitive. Eventually, with a sufficient
knowledge of intervals and scales, transposing a song up or down by larger intervals
can be quick and effortless. Transposition is a task reqUiring music theory that
musicians perform all the time. Developing this skill is very important for almost
any musician. You can practice this skill by transposing a given chord progression
up or down into a variety of keys.
146
Practice Exercises
For the example below, identify given intervals' numeric values and qualities.
If depicted on the staff, indicate possible fret placement in the TAB. If indicated in
TAB, notate the probable interval on the staff (Figure 7.47).
t..
,
~ ~
"
lI!J 1)'''
For the examples of perfect fourths below, notate in the staff and on the TAB
the likely resolution of the dissonance. When no staff notation is provided, indicate
147
the interval notated in TAB. If only TAB is provided, notate the intervals on the staff
(Figure 7.48).
.
0-
'I ..
t ..
~
For the tritone examples below, indicate whether the interval is an aug4 or a
dimS and also notate on both the staff and TAB the inward moving or outward
moving resolution (Figure 7.49).
v ~ ~
v
"'
Below is a song in the key of D, the chords and guitar riff (in TAB) must be
transposed up to the key of F. Notate the transposed music on the blank staff
(Figure 7.50)
148
- J
- ~ ~ ~ ~ ~
- J J J J J J J J
- J U U
You are a guitarist playing a song in the key of Bb, but you want to use a capo
to use fingerings from the key of G (Figure 7.51). On what fret do you place your
capo?
I
>
»> »>
I» > I
> z> 2
>
I »> z> z> I
>
I I
>
»> »> »>
On the staff below, transpose the chords from the key of Bb key of G, so you
know what fingerings to use (Figure 7.52)
4 ~
I I
>
I
>
I
>
Z
>
I I
>
I
>
I
>
2
>
I I
>
Z
>
I
>
I
>
I Z
>
Z
>
I
>
I
>
149
CHAPTER VIII
TRIADS
Diatonic Triads
The most commonly used chords are diatonic triads. Simply put, a triad is a
three-note chord, but more specifically, a diatonic triad is a three-note chord
derived from a specific major or minor scale. Or in other words, a diatonic triad is a
chord in the key. These chords arise from the harmonization of the diatonic scale of
a given key.
In the last chapter we found that the most pleasing harmony was the 3rd, and
it is with this interval that we harmonize a scale into its constituent diatonic triads.
To do this we group each note in the scale by intervals of a 3 rd (every other note).
Below is a diagram depicting each interval of a 3rd contained in the C major scale.
Note that this scale is extended up to the D above the octave to show that a 3rd is
also created between the 7th and 9 th scale degrees (tf and re) (Figure 8.1).
:z ;;:===
~.~~.
~
To form a triad we simply skip every other note in the scale to include three
notes separated by thirds. The first triad in the key of C major is built from do and
contains the notes C-E-G (do-mf-solJ. The first note is C and a third higher is E
and a third higher than E is G. The second triad in C major would be D-F-A (re-
fa-fa), the third E-G-B (mf-sol-ti), and so on. If every note of the scale is
151
harmonized into its own triad, this creates a total of seven different diatonic triads
found in the key of C major. In order to identify each triad diatonic to the key, they
are numbered I-VII using roman numerals (Figure 8.2).18
.. -
-c
"
I ii iii IV V vi vii ° I
5-G A B C D E F G
3-E F G A B C D E
R-C D E F G A B C
Likewise, there is the possible harmonization of the minor scale (Figure 8.3).
.. -
I I.
" l
"
18 Numbering diatonic triads according to their place in the scale becomes more important as we
discuss chord progression in later chapters.
152
Chord Tones
Now that each tone of the scale has a three-note chord to call its own, we may
examine triads closer, regarding those tones. Each of the three notes of a given triad
has a special identity and role with respect to that chord. Each triad in the scale has
three notes called the root, third, and fifth. The note of the scale that the other tones
harmonize is the root of that chord. Like tonic does for a scale and key, the root
gives a chord its name and is the reference point for all other notes to relate. If the
root of a chord is C, then this is a type of C chord. So, the first chord in the key of C
major is a C chord, the second is a D chord, and so on.
The other two notes in a triad have names based on their intervallic distance
from the root. The third is called such because it is the third note away from the
root. This tone defines the chord's quality (major, minor, etc.). Consequently, the
fifth of the chord is five notes away from the root. The fifth defines the type of
chord to some degree, but to a lesser degree than the third. It has the larger role of
rounding out the sound of the chord (Figure 8.4).
~
t-
~
v
k
"
v -
-'"
k
R 3 5
Having the ability to see a chord symbol on a lead sheet and determine
specifically what the chord tones are (root, third, etc.) is necessary, in part, for being
able to have creative control over the sound of the chord. The following example of
the hymn And Can It Be provides an excellent opportunity for developing this skill,
since the melody itself illustrates what chord tones are present by outlining the each
note of the chord (Figure 8.5).
153
4~~I'1 llll
lOU, _ _
sol clo
my
sol
G:d
0 ,
la clo fa
SI I I(SI
lOU
la
d·Ie
Ii re sol
f·or
Ii
- :
me',
clo
~
_~_
do
©Public Domain
Though the first three measures outline the chord tones of each triad, they
are not necessarily in an order we have yet seen. In this case, the first and lowest
note of each measure is not the root. The fact is that in most situations, the notes of
a chord aren't laid out in an orderly fashion, stacked neatly in thirds, as has been
depicted thus far in the text. Therefore, ascertaining chord tones from a collection
of notes, or simply a chord progression, requires a little detective work to determine
what make up the chord.
To do this, simply imagine a scale built from the root of each chord, ordering
all the tones in the span of the octave. Move up by thirds from the root to identify
what is the root, third, and fifth. The diagram below shows the first three chords
from the progression above with a scale based on the root of each chord. Note that
each scale extends up an octave from the root, but each scale holds to the key
signature of the song, G major. As a result, the scales built from C and D are not
major scales. This allows us to identify the chord tones for each chord of this song's
excerpt (Figure 8.6).
Figure 8.6 Chord Tones of the Triad Extrapolated from its Own Scale:
G C D
R 3 5 R R 3 5 R R 3 5 R
do mi sol do fa la do fa sol ti re sol
154
Based on their respective scales, the chord tones are identified thus (Figure 8.7):
3 5 R 5 3 5 R 3 3 5 R 3 R R
mi sol do sol la do fa la ti re sol ti do do
Obviously, knowing what note of the chord you are singing or playing isn't
always a priority, but to understand the chord based on its notes is imperative for
applying the techniques discussed in the next chapters.
Chord Quality
After the root, third, and fifth have been determined, the next thing to know
is the quality of the chord. As well as having a root name, like "C chord," every chord
has a specific quality, just as intervals have qualities. The quality of a chord may be
major, minor, diminished, or augmented. 19 These four qualities make up the four
chord 'families'. Though there are many varieties of chords used in popular music,
each belongs to one of these four types.
Major Triads
Major chords arise out of the major scale. Each has a root, third, and a fifth
taken from those scale degrees (do-mi-sol). For a C major triad, its notes would
be taken from the C major scale.
19 The perfect interval quality is not included in this list, because a "perfect chord" is essentially a
power chord, which was introduced in chapter five as a two-note interval (Figure 8.8).
155
'- .. ~
v
v '-
'- v '- ,
G R 3 5
E do mi sol
C
As depicted above, a major triad is built off of the first triad in a major scale,
but other tones of the scale produce major triads when harmonized as well. In any
major key, chords built on do, fa, and sol produce major chords. These are identified
with the upper-case Roman numerals I, IV, V, respectively (Figure 8.9).
"-
;
'-
,
- '-
-
'-
~
I IV V I
do fa sol do
However, in minor keys major chords occur on the harmonization of me, Ie, and te
creating blII, bVI, bVII chords (Figure 8.10).
The use of roman numerals serves more didactic purposes that will be
employed in this text, but on a lead sheet major chords are usually notated with
chord symbols that contain only the root name. For instance, a solitary root, "c"
would represent a major chord, however, other common typologies for a C major
chord may include: Cmaj, CM, and CLio Chord symbols are not standardized, but this
156
text will remain consistent in displaying a solitary root to denote major triads. For
example, see the excerpt from Lord I Lift Your Name On High (Figure 8.11).
~~J I, 1'1 ~! •
... • •
/@ •
i
Ii 3 5 ~ 3 -' i
bIll bVI bVI
me Ie te
Lord, I lifl Your namc _ on high. Lord, r lcnc to sing _ Your prais - cs._
©1989 Maranatha Praise, Inc.
Minor Triads
Minor triads are taken from the minor scale. Therefore, a C minor triad
would extract its tones from the C minor scale. Other than the b3 rd of minor, the
other tones are the same as a major chord. For this reason, the 3 rd has the role of
defining the quality of the chord, distinguishing major from minor (Figure 8.12).
In minor keys, minor triads arise from the harmonization of doJa, and sol.
These are indicated by the lower-case Roman numerals i, iv, and v to denote minor
triads (Figure 8.13). Minor triads are produced by re, mi, and la in major keys,
identified as ii, iii, and vi (Figure 8.14).
157
II .- - I,. ~- •
I' ------- •
~-=-
~ ~
Ii I
G
Ie
R
()
b3
:1
5
0 3
E do me sol
C
~ .. •
-
! -- - -
- -
--
~
-
i iv v i
do fa sol do
tJ .. •
~
,
'- " " '-
'-
ii iii vi
re mi la
The chord symbol for minor usually has a lower case 'm' attached to the root,
so a C minor chord would be 'Cm', Some common variants are Cmin, Cmi, and C-.
There is only one note, the third, differentiating major from minor, but this doesn't
mean that the difference is small. The qualities of major and minor chords, which
make up the bulk of harmony in popular music, provide a necessary contrast to keep
158
a given song from sounding overly monotonous. The song Lord I Lift Your Name On
High by Rick Founds offers a great example of how minor chords may be used to
vitalize a song dominated by largely one chord quality (major). Below is the
conduding phrase of the song, which up to this point has been dominated by major
chords (G, C, and D). At the end however, Founds inserts two minor chords (Em?
and Am?) that help bring a refreshing contrast and end the song with the "punch" of
some new harmonic material (Figure 8.15).
r_~o
_ Fromthe cross_to the grave,_from the grave_to the sky:_Lord 1 lift your name _on high.
©1989 Maranatha Praise Inc.
Diminished Triads
Diminished triads do arise from harmonized diatonic scales, but unlike major
or minor triads, they cannot be defined as the tonic of a key. The reason for this is
that there are no diminished keys, only major and minor keys. Rather, the
diminished chord is a consequence of a diatonic harmonization of the seventh
degree of major (ti) or the second in minor (re). Therefore, the triad is depicted as
such below. The root of the chord is not do, but instead ti instead. Compared to a
major triad, the diminished triad contains a flatted third and fifth and gets its name
from its fifth, which, being flatted, contains the interval of the diminished 5th (dimS).
In this respect, the fifth plays a very important role for this triad, distinguishing it
from minor triads, which contain only the b3 (Figure 8.16).
159
• ..- ..-~
"
k
n n "
k -
k
F R b3 b5
D ti re fa
B
In major keys, the diminished chord is found as a harmonization of ti, identified vii o
(Figure 8.17).
... ... •
- ,
k
- k
vii °
ti
In minor keys, this chord is found as a harmonization of re, thus ii o (Figure 8.18).
...
ii o
re
160
Figure 8.19 Great is Thy Faithfulness - Thomas Chisholm & William Runyon
G#o7 D/A A7 D
Augmented Triads
Augmented triads do not arise out of any harmonization of major or minor
scale and are thus not diatonic. However, it is one of our four main chord qualities,
occurring through a chromatic 20 alteration of a diatonic chord, usually tonic. The
alteration occurs when the fifth is raised one half step to create the interval of an
aug 5 th between the root and fifth, hence the name (Figure 8.20).
~ . ~
, k
k v k
-
- -
G# R 3 #5
E do mi si
C
The chord symbol for a Caugmented chord would be Caug, C+, C+5, or C(#5).
I will use C+ as standard. Though augmented triads are relatively rare, there are a
20 Chromatic, in this sense, refers to the presence of notes foreign to a diatonic system.
161
few notable examples of its use in both Christian hymnody and contemporary songs.
The opening phrase of the hymn Great Is Thy Faithfulness employs an augmented
triad (Figure 8.21).
Figure 8.21 Great is Thy Faithfulness - Thomas Chisholm & William Runyon
D D+ Gmaj7 G6 A7 G/B A7 GID D
~
• •
~
R 3 5 R ~3 5
do mi sol do me sol
162
When you are comfortable identifying major and minor chords on the same
root, try expanding this study to include chords with differing roots. Compare C
major to E minor, or any other combination, until you can successfully hear the
difference between major and minor and also identify the individual notes within
each chord. Practicing with Cmajor and E minor is a particularly good study
because the two chords share in common two out of three notes (E and G).
Therefore, you will have to rely on your aural conception of how these notes fit into
the structure of the chord and not necessarily their actual pitch. In this study, listen
to how these notes change function when placed in the context of E minor as
opposed to Cmajor. It is important to be able to hear how a single tone can change
roles when placed in the context of a new chord (Figure 8.23).
t.. .. ... I
lIJ"
v v
~ ~
R 3 5 R ~3 5
do mi sol do me sol
You want to be able to apply these skills to any musical situation, so attempt
to mimic "real life" musical situations to help prepare you for using these skills the
next time you rehearse or play in church. Here are some ways to practice this:
1) Play different voicings of the triad. 21 The simplest way to playa triad is to
play the three notes as close together as possible, each separated by a third
21 Voicing pertains to the arrangement of pitches of a chord with regard to their order and register.
The notes of a triad played in any order (low to high) or in any octave will still create the same chord,
-------------------
163
(like they have been illustrated above), but much of the time chords are not
played with this basic voicing. You must be able to hear the same
relationships between the notes of a chord in any voicing to be prepared to
use these skills in an actual musical situation. If you are a pianist, play
different voicings of the same triad in different registers on the keyboard.
For guitarists, a good place to start may be by playing 1st position (open
string) chord voicings followed by a barre chord voiced higher on the guitar's
neck (Figure 8.24).
1'\
C
...
T
A G E
... • +14- 101
D
101'-
-
~
... ...-
I -
-
-
---
v '! ~
-
~
~
- -
'! ~
;; ~ - 0 ~
~ ~
'! ~ v
'-
- -
-
k
-
-
-
~
"
-
2) Develop your ability to hear and sing the notes of a triad. A good way to do
this is to play two notes of a triad and sing the missing tone. In the exercise
below, the full triad is indicated in the first measure. The next three show
two notes of the triad that are to be played on your instrument. While these
notes ring, attempt to sing the missing tone (indicated to the right in each
bar).
but one can create different voicings of the same chord by playing these notes in different
arrangements on the keyboard or fingerboard.
164
tJ
'! v '!
~ ~ ~ ~
~ ~ ~
5 3 R
sol mi do
•
'!
.
.:. =
v v
. .
v
5 b3 R
sol me do
,
.,
5 5 b5
3 b3 b3
R R R
Listen to the unique sound of a diminished chord. This sound is used often,
in blues, jazz, and rock music influenced by these genres. However, this triad is
rarely heard in contemporary Christian music, but using it can be interesting and
exciting. However, in this context, it must be treated carefully, since its quality is so
distinct.
Unlike major or minor, diminished chords have a certain unresolved
character that causes the listener to expect another, more stable chord to follow it.
As a result, they are best understood in context of this ebb and flow of consonance
and dissonance. The following exercises will allow this by showing you how the
diminished triad works in real musical situations.
The tension in this chord is a result of the dissonant diminished 5 th between
the root and the fifth. It is the tendency of dissonant intervals to "want" to resolve to
more consonant ones. These fifths are perceived as unstable and so our ears expect
the interval to do this by increasing or decreasing in size to a consonant interval
within the key.
E, there are two triads that this chord could resolve to. As we saw earlier with the C
major and E minor chord, two different triads may have up to two similar notes. In
this instance, the succeeding chord could be C major (I), since Cand E would be the
root and third of that chord. Also, it could resolve to C minor (if fa resolved to me
instead of mi). Conversely, if Cand E functioned as the third and fifth ofthe new
chord, the succeeding chord would be A minor (vi). The remaining tone of the
succeeding triad, will determine to which of these chords the diminished triad
resolves (Figure 8.28).
I'l I
The most common resolution of the vii o would be a tonic, since the root of the
diminished chord is the seventh note (to of the major scale it comes from. The
leading tone has a naturally strong upward pull to the tonic. So this Bo triad wants
to resolve up to a C major or C minor (viio~ lor i) more than resolving down to A
minor (viio-vi), though this is still possible. In the example below, the song a The
Deep Deep Love ofJesus is in the key of E minor. In the last two chords of the
excerpt, a D:It a (vii 0) resolves to Em (i) (Figure 8.29)'
167
Figure 8.290 the Deep, Deep Love of Jesus - Samuel Francis & Thomas Williams
G DF~ C E B D~ E III A III D~c7 E III
o
bound less free.
©Public Domain
fl
~ ~ ~
...
.
11
I: -
v
<-
i
<-
-
1+
Augmented chords don't sound like any progression through a diatonic chord
progression, but sound more like a chromatic stretching out of a stationary harmony
as this "expansion" of tonic above.
Once the P5 has been expanded to a dissonant Aug5 (I-I+), the resulting
tension begs the interval to resolve to something in the scale more consonant. In
168
most cases, this interval is resolved when the 5th of the chord moves upward or
downward by a half step. When the :j:I: 5 resolves upward, it resolves to a new and
different chord. In most cases, the other two tones (the root and the third of both
the major and augmented triads) stay the same. The succeeding triad will then be a
triad built on fa (I-I+-vi), but sometimes the third of the augmented triad will
move up by half step too, creating a triad built on fa (I-I+-IV). Yet other times, the
:j:I: 5 resolves downward, back to the fifth of the previous chord (1-1+-1). See the
, • • • • • .. • • ...
';! ~ ~ ';! ~ ~ ';! ~ ';!
:: ~ ~ :: ~ :0: :: :: ::
~ ~ ~ ~ ~
-
1+ vi 1+ IV 1+
In this first instance, a major chord moves to its relative minor by passing
through its augmented counterpart. A well-known example of this in contemporary
Christian music is in the verse of Matt and Beth Redman's Let My Words Be Few
(Figure 8.32).
Practice Exercises
Identify each chord below by root name and chord quality (Figure 8.33).
I ;
, i
•
#: 1,1,.
•
~~ ~;
In the staff and TAB below, write notate the chord tones, in any voicing, of
the chord symbol indicated (Figure 8.34).
CHAPTER IX
FOUR-NOTE CHORDS
The three-note triads we have studied so far form the bulk of the chord
vocabulary that most guitarists and keyboardists are familiar with, but an aspiring
musician should not stop there. The triad is the basis for higher levels of chord
complexity that can be very rewarding to learn. An artful use of more complex
chords can add levels of sophistication and beauty to the simplest songs and they
are integral to most popular and jazz repertoire.
Diatonic Sevenths
As discussed in the previous chapter, we can understand triads as resulting
from a "stacking" of notes in thirds from a major or minor scale. Take the first chord
in a C major scale as an example. Starting at the root, we move up by thirds in the
scale from the root to include the third, and fifth of the scale. Continuing this
process, we include the seventh note of the scale in the chord by extending the
chord up another third. The chord C-E-G-B contains three consecutive thirds
spanning the interval of a seventh, so it is called a seventh chord (Figure 9.1).
~ .. .----=----- .
V k J
J
-
R 3 5 7
171
This same process can be applied to any note ofthe major or minor scale so
that all seven notes of a diatonic scale are harmonized as seventh chords (Figure 9.2,
3).
t
~ i I i I I I f
viio7
Imaj7 ii7 iii7 IVmaj7 V7 vi7 Imaj7
7-B C D E F G A B
5-G A B C D E F G
3-E F G A B C D E
R-C D E F G A B C
Though there are only three chord qualities inherent in the diatonic system (major,
minor, and diminished), a look at the interval content of each seventh chord will
reveal four different types of seventh chords.
Major Sevenths
Major seventh chords consist of a major triad with a M3 above the fifth that
spans a M7 from root to seventh. This M7 interval is derived from the 7th scale
degree ofthe major scale. Chords with this interval content are called "major
seventh chords", usually notated as Cmaj7, for a C chord, but sometimes Ct:.7, or
CM7 (Figure 9.4).
172
U .. ..---=----
v
v .' '"
'" '"
B R 3 5 7
G do mi sol ti
E
C
These chords are found on I and IV (do andfa) in major keys and the bIll and
bVI (me and Ie) in minor keys (Figure 9.5, 6).
t
4lImaj7
• • I
IVmaj7
• • •
Imaj7
do fa do
4. •
bIllmaj7
• •
bVImaj7
•
me Ie
The melody emphasizes each note of the Cmaj7 (Imaj7) chord (C-E-G-B).
The third of the Cmaj 7 chord is then held over to the next measure where it
becomes the seventh of an Fmaj7 (IVmaj7) chord. Using seventh chords to support
sevenths in the melody is a useful implementation of that harmony. It helps give the
singer a pitch to reference and gives a musical arrangement more clarity.
Minor Sevenths
Minor seventh chords are minor triads with a seventh located a minor 7th
(b7) above the root, thus they contain a b3 and b7. The m7 interval is derived from
the 7th scale degree of the minor scale. These chords are called "minor sevenths"
and are notated as Cm7 or sometimes Cmin7, Cmi7, and C-7 (Figure 9.8).
~ . ~
Bb R b3 5 b7
G do me sol te
Eb
C
Minor seventh chords are found diatonically on re, mi, and la of major (ii7,
iii7, and vi7) and doJa, and sol of minor keys (i7, iv7, v7) (Figure 9.9,10).
174
~. I
ii7
i
iii7
• • I
vi7
• •
re mi la
i7 iv7 v7 i7
do fa sol do
Minor seventh chords are the most commonly used seventh chords and, due
to their lack of strongly dissonant intervals, they perhaps sound the most benign. As
a result, minor seventh chords are more apt to be used interchangeably with minor
triads. Just like major sevenths, these chords can be used to support a melody that
may suggest a minor 7th, as in the verse of How Great Is Our God. In this case, the
prominence of the Gin the fourth bar suggests the use of an Am7 (A-C-E-G).
Figure 9.11 How Great is Our God - Chris Tomlin, Jesse Reeves, & Ed Cash
c A~
Dominant Sevenths
The chord built on sol in major or te in minor, and though it is a major triad, it
does not have the same type of seventh as the other major triads. This is a major
triad with a m7 (b7) above the root. These chords are known as dominant seventh
175
since they are built from sol (or the dominant) in major. Dominant sevenths are
notated simply with a "7" following the root, as in C7 (Figure 9.12).
f ... ..----=-----
~
,
~
-
-
~
-
Bb R 3 5 b7
G do mi sol te
E
C
Dominant sevenths are found on the fifth degree (sol) in both major and minor
(Figure 9.13, 14).
,. • • • I
V7
• • •
sol
I,.
~f
~ •
• • •
VIl7
te
seventh. In the last chapter we found that this interval best resolves inward to a
dyad. Therefore, like the diminished triad it tends to resolve to a tonic chord (lor i)
or the submediant (vi) (Figure 9.15).
~ ...
..".
~ ...
..".
. ...
..". ...
:'
* -
v ~
-'" v ~
- -
- -
V7 I V7 i V7 vi
sol do sol do sol la
Figure 9.16 Great is Thy Faithfulness - Thomas Chisholm & William Runyan
G#c7 DIA A7 D
The final chords of this song are A7~D (V7~I). Here the dominant scale degree has
been harmonized into a dominant seventh chord and the melody outlines the third
and b7 of this chord.
177
~ .. -.-~ -
~
A R b3 b5 b7
F ti re fa fa
D
B
• • • • t •
•
vii¢?
ti
22 The fully diminished seventh is another sonority that will be discussed later.
23 The half diminished seventh can also be thought of as a minor seventh chord with a flatted fifth, as
a result it is sometimes notated as such, especially in jazz charts.
178
•
• •
ii G7
re
Unlike other chord qualities, however, this chord is probably used most often
as a seventh than as a simple triad. In fact, many musicians will by default add a
seventh to the triad even if no seventh is specified by the chord symbol. It seems
that the addition of the seventh scale degree adds some richness to the diminished
triad that may be lacking in the mere triad.
One great example ofthe use of the half diminished seventh chord is in the
song by Martin Smith and Stuart Garrard, Majesty (Here I Am). Here, the half
diminished is used as part of a ii G7-V7-i7 progression in the key of A minor (a
very common progression for minor keys) (Figure 9.20).
Figure 9.20 Majesty (Here I Am) - Martin Smith & Stuart Garrard
C/E B¢7 E/G# Am G Fmaj7
Most transcriptions ofthis song found online don't include the half diminished
chord, but instead have a G/B. Though a G chord works in this case, it lacks the
richness and harmonic interest that a diminished chord can provide. Though a
iili17-V7-i7 is a more traditional progression, sometimes the traditional can be
more "hip" than the expected contemporary progression.
179
Add2orAdd9
Triads with added seconds (add2 or add9 24 ) contain the full major triad plus the
added second from major. So they are composed of scale degrees R-2-3-5 or
R-3-S-9 (Figure 9.21).
~ ..
-
~
...
-----
.
v '-
-- '-
v
"
v v
D R 2 3 5
G do re mi sol
E
C
24 In any diatonic scale, the ninth scale degree is equivalent to the second.
180
Chords with added seconds are very commonly used on I and IV in major
keys and i, iv in minor keys, but they may be used on a variety of chords. However,
they are not generally employ on half-diminished chords (vii o in major and ii o in
minor) or on iii (mi) in major or v (sol) in minor due to the harsh dissonance created
by the second only a half step away from the root (Figure 9.22,23).
6;; .. • .. 41 d • ..
I(add2) ii(add2) IV(add2) V(add2) vi(add2) I(add2)
do re fa sol la do
Major add2 chords are extremely common in popular music, but the minor
add2 is less common, since the half step between the second and the third creates a
dissonance. Compare the sound of an A(add2) to a more dissonant Am(add2)
(Figure 9.24).
As with 7th chords, add2 chords are often used to support a melody that
contains this tone. David Crowder's 0 Praise Him has such a melody. At the
beginning of the song, the added second of the first triad (B b) is C. (Figure 9.25).
181
"l
~
..=- ..=-
Turn your ear _ _ to hea - yen and hear__ the noise_ in - side._
©2003 worshiptogether.com songs
Sus2
In the case of the sus2 chord, the third of the triad is replaced by the second
degree of the scale. The chord then consists oftones R-2-5, making it only a
three-note chord. The third of the chord is missing and since this tone defines the
triad as major or minor, a quality is not attached to them. Having no third, these
chords perhaps sound more akin to power chords than triads. 25 Listen to the sound
of the Asus2 chord and note the general "openness" in the sound contrasted to the
A(add2), shown earlier, which consisting of four notes, has a richer sound (Figure
9.25.
25This may have contributed to the fact that they are used extensively in popular music alongside the
power chord.
182
It .. ..~ .
- L'
Co ~
~
-
J
-
D R 2 5
G do re sol
C
These chords, though they have quite a different character than add2's may
generally be used on all the same scale degrees as add2 chords in both major and
minor keys.
A good use of this chord is to create some harmonic variation in a musical
phrase that has a single chord in the accompaniment. What is a prolongation of a
single tonic (do) chord in the ending of Billy Foote's You Are My King, is given a more
interesting variation of the D major triad and Dsus2 through the use ofthat chord.
This progression has movement and keeps the harmony from becoming stagnant
(Figure 9.27).
Add4 Chords
Just as the 2nd degree of the scale may be added to the triad to create a
sonority consisting of four notes, so may the 4 th degree (fa) of the scale be added to
create an add4 chord (R-3-4-S), however this added tone creates a lot more
dissonance for major chords (Figure 9.28).
183
• . .---:------ ------..--
v ~
v ~
-
-
G R 3 4 5
F do mi fa sol
E
C
In major and minor keys} the add4 can be used on nearly every diatonic
chord, though it is generally avoided on diminished triads. Also, on triads built from
fa in major (IV) and Ie in minor (VI) the diatonic fourth is an aug4 away from their
roots} therefore they are designate IV(tt4) and VI(tt4), respectively (Figure 9.29, 30).
4~1" •
Iz~~ .. I,~t ~1 ~I,I'1 ~I'1 1'1
i(add4) III (add4) iv(add4) v(add4) VI(tt4) VII(add4) i(add4)
do me fa sol Ie te do
With add4 chords, the dissonance created by the presence of the fourth is
more pronounced in the major chord than the minor, opposite that of the add2
(Figure 9.31).
184
~
•- •-
v V
J oJ.
V J
V V
With major add4 chords, the dissonance created by the half step between the
third and fourth can seem to clash too strongly, but in certain instances, the context
can make this dissonance appealing. Add4 chords are often used in popular music
in much of the same ways an add2 or sus2 chords are used. They can be used to
create more interest in a phrase that contains a single chord and they are especially
fitting if the added 4 th is supporting a 4 th in the melody. Also, by means of common
tones between chords, they can be given sufficient context. This occurs when a
preceding or succeeding chord to the add4 chord contains the same note as the
fourth. This occurs in the opening chord progression of God a/Wonders (Figure
9.32).
Here, the Eb(add4) chord (Eb-G-Ab-Bb) shares its fourth (Ab) in common with
the succeeding chord Fm7 (F-Ab-C-Eb). This common tone link provides the
context needed to make what would be a clashing dissonance, an appealing one.
The example below is one instance where this is possible (Figure 9.33).
185
l:T
©2000 New Spring, arr. by the author
The #4 Chord
This chord is more internally dissonant than the other chords that have
fourths that lie a P4 from the root, but this chord works well when used in the right
context. It can be used to good affect in Matt Redman's Call To Worship, where the
melody emphasizes the #4 degree of the chord. It should be noted that though this
song is in the key of E minor, it modulates to momentarily to A minor in the bridge,
where an F major chord is VI in that key (Figure 9.34).
We're climb-ing up the mountain of the Lord, to - wardsYourho-ly place, and ev-'ry step is praise.
©2002 Thankyou Music
Sus4
The suspended 4 th chord is probably the most commonly used chord of any
add or sus variety. With this chord, just like the sus2, the 3 rd is replaced by the 4 th of
the chord, thus comprising of chord tones R-4-5 (Figure 9.34). This chord can be
used in a variety of ways in music, however its most common use is as a resolution
from the sus4 to the basic triad. In this case, the chord starts as a suspended chord
and resolves to the triad when the 4 th degree moves down to the 3 rd of the chord
(Figure 9.35).
186
U ... ..
~
:; ~
v ~
-
~
-
G R 4 5
F do fa sol
C
'I
I - k
""
;:;
""
k
V V
U
4 3
fa mi
This can be seen in any number of songs, but in the chorus of Paul Baloche
and Brenton Brown's Hosanna (Praise is Rising), it occurs plainly in the melody
(Figure 9.37).
Figure 9.37 Hosanna (Praise is Rising) - Paul Baloche & Brenton Brown
D G sus4 G Em7
It can also be used in a variation with the basic triad, as in another song co-written
by Brenton Brown. It supports a fourth in the melody as well (Figure 9.38)
Add6 Chords
Chords with added sixths (R-3-S-6) include the sixth scale degree from
major and are most often notated without "add". So a C major or C minor chord with
a sixth would be C6 or Cm6, respectively. Since the sixth is taken from the major
scale, both of these chords will contain an A q (Figure 9.39, 40).
~ .. *--=----- ----.......--
v ~
v ~
-
A R 3 5 6
G do mi sol la
E
C
188
1~'~~t~~~"~~7~T~::~-=~EJ§l~!~~~.~.~
I--ir--i -1-3 0 2
-0- f l - - - - J- - - - - - - - - - - - + - - -
'1
A R 3 5 6
G do me sol la
E
C
Sixths may be added to a variety or chords in both major and minor (Figure 9.41,
42).
it 16
r
ii6
., (
IV6
-;
V6 vi6
I ., 1
16
do re fa sol la do
The added 6 th is probably the least common "add" chord in popular music
and jazz, though it is used very effectively in a number of specific situations. Most
obviously it can be used to support a melody that contains this pitch, as in the
beginning of Great Is Thy Faitfhulness (Figure 9.43).
189
Figure 9.43 Great is Thy Faithfulness - Thomas Chisholm & William Runyan
D D+ Gmaj7 G6 A7 G/B A7 G/D D
~
.. .. .. ..
-
--
- -
-
-
k
L..
k
L..
'"
k
'"
k k
~
.I
I Imaj7 17 16
do ti te fa
p~-
Lord, you _ are good and_Your mer-cy _ cn-dur-eth _for - ci- --::-- er:---:
©2001Integrity's Praise! Music
190
_.....
101
f.. ..", .... .---J' .... ..",.*--..... .--.-..... ..",."it: ~..", :J;j.
Lord, you _ arc good and _"'our IllCf-<;)'_ cn,dur-<;lh_for, c \ - " - c~
.
-;. '. ~
One marked difference between 6th chords and the other add and sus chord
varieties, is that there is no sus6 chord. In the case of sus2 and sus4 chords, the
third of the chord is replaced by the neighboring tones of the scale (second or fourth
degrees) and may resolve by step, either up or down, to the third. However, the
sixth degree, being 5 half steps away from the third, is in no position to resolve
smoothly to the third.
Practice Exercises
For each of the exercises below where a chord is notated, identify the four-
note chord by root, quality, and the fourth tone (e.g. maj7, add2, #4, add6, etc.). For
examples where only a chord symbol is indicated, notate the correct pitches on the
staff (Figure 9.47).
191
, i...
Emaj7
I, 1'1 1'1
,Gm(add9)
#r
•
I,I'~!
C(#4)
, •
ft-:
Bb sus 4
II..
Bsus2
, :
Dadd4
#.
:;
C~7
192
CHAPTER X
This chapter will discuss more complex harmonies that include chords that
can include up to five, six, and even seven tones - the whole scale in one chord.
These chords are used freely in classical music and jazz, but are not conventional in
popular music. However, as such, they have the capacity to turn a plain and
predictable triad into a chord that, in its non-conventionality, has the potency to
express extremes spanning spiritual depths of sorrow and pain to divine sublimity,
ecstasy, and mystery. Surely, attaching such enigmatic chords to even more
enigmatic concepts wholly in realm of the subjective, but as an artist, this the world
we live in.
However, there are certainly more practical considerations concerning the
strong character of the harmonies we will discuss. As we progress through more
expanded chords, the harmony becomes increasingly abstracted from the sound of
the root and the core quality of the original triad. Also, as more tones of the scale
pile up in one harmony, the internal dissonance of the chord also increases, making
the application of some theoretical possibilities difficult. Therefore, in order to
"winnow out the chaff from the wheat" we will use theory to illuminate what is
permissible, while giving special attention to what is beneficial.
Chord Extension
Further chord extensions are added in the same manner that the seventh was
added to the triad, by stacking notes by intervals of thirds. After the seventh has
been added to a triad (R-3-S-7), the remaining scale degrees (2,4, and 6) may
be added in triadic order.. Since these tones are stacked onto a triad above the
seventh, they are not called second, fourth, and sixth, as they were when they were
193
added to the triad, but ninth, eleventh, and thirteenth, now that they are added
above the seventh. This is an important distinction, since the sounds of these chords
are quite different from the four-note add and sus varieties.
Let us return the previous concept that intervals extend up thirteen notes
from the root. Progressing by thirds through this spectrum of intervals, we are able
to create a chord that can include up to seven pitches, every note of the diatonic
scale (Figure 10.1).
- - - - - - - - - - -
R 3 5 7 9 11 13
do mi sol ti re fa la
Recalling the previous chapter on seventh chords, we found there were four
types of sevenths: major sevenths (Cmaj7), minor sevenths (Cm7), dominant
sevenths (C7), and half-diminished sevenths (C 0 7). All four of these chords may in
theory be expanded to include more tones, though only three of them do in practice
(diminished chords are generally considered too dissonant to carry any other tones
beyond the seventh). Furthermore, there are limited practical applications within
these three types, where some extensions create too much dissonance to be used.
We will give priority to those chords that are practical and by omission reveal those
chords that are not. As has been done in former chapters, we will see on what scale
degrees in major or minor these chords are generally employed. Also, we will also
begin to uncover some chord extensions that may be employed with chromatic
alteration (using other pitches than those diatonic to the key).
194
Ninth Chords
The first chord extension above the seventh is the ninth. Moving up a third
from the seventh creates the interval of a M9 between the root and the ninth.
~ ...
--- • ...
~
~
v - --
-
k
" k
~ "
D R 3 5 7 9
B do mi sol ti re
G
E
C
Major ninth chords are commonly employed on both I and IV chords in major
keys and bIll and bVI in minor. They work so well, that unless the ninth or seventh
clashes too strongly with the melody, they maybe used interchangeably with these
triads (Figure 10.3,4).
t
fi Imaj9
• • I
IVmaj9
• • •
Imaj9
do fa do
195
bIIlmaj9 bVImaj9
me Ie
A maj9 on the IV chord (Fmaj9) in Kathryn Scott's Hungry would fit nicely
considering that the ninth (G) is already present in the melody (Figure 9.5).
, -
-
-
D R b3 5 b7 9
Bb do me sol te re
G
Eb
C
,. I
ii9
• • • t
vi9
• •
re la
& n#=~.
~~~~
~ll~
I be-long t o _ 'J·ou.__ Oh lead mc. _ _ lead me to ---
the cross.
D R 3 5 7b 9
Bb do mi sol te re
G
E
C
D# R 3 5 b7 #9
Bb do mi sol te ri(orme)
G
E
C
Also, there is the dominant seventh with a flat ninth (Figure 10.12).
Db R 3 5 b7 b9
Bb do mi sol te ra
G
E
C
These various dominant ninth chords have their contexts. For the most part,
the unaltered dominant 9 th is the one used in major keys (Figure 10.13).
199
• • • I • • •
V9
sol
While the unaltered dominant ninth is diatonic to both major and minor, the
altered dominant ninths tend occur in minor keys since these altered tones are
found in the minor. For instance, the :#9 on the dominant chord is enharmonic to the
b7 ofthe key. Also, the 179 is the same note as the 176 ofthe key (Figure 10.14).
•
» •
V9 V7(:tt9) V7(iJ9)
sol sol sol
26 Note that the dominant chord diatonic to minor keys is the bVII chord, teo However, since
extensions on dominant chords sound so much like a V7 chord, dominant are generally reserved for
the bVII only during modulation to the relative major [bVII is V in the relative major). Therefore, the
dominant seventh and its extensions are used more commonly on the dominant scale degree, sol, in
minor keys instead. Through modal borrowing, the usual minor v7 is swapped for the dominant V7
of major keys. See Chapters XII & XV for more in depth discussions of modal borrowing and
modulation.
200
,~~ • •
17#1 q~ • ~ . ~~f
Though there are perhaps too few "bluesy" worship songs, My Redeemer
Lives by Reuben Morgan offers a rare example. Here, there are dominant chords on
both the I and IV chords (E7 and A7), which in this arrangement have been changed
to be unaltered ninths, making this already bluesy song a "funkier" sound through
the use of dominant ninths (Figure 10.16).
I know He's res-cued my soul._ His blood has co-verccl my sin. _ I be - lieve
Eleventh Chords
The next extension after the ninth is the eleventh. At this point, the amount
of dissonance created by the building up of tones makes viable options limited to
only a few applications for major, minor, and dominant chords. These are the major
seventh sharp, eleventh chord; minor eleventh chord; and dominant seventh, sus
eleventh.
4i""'"---------j1L.....3-~(+-)_-:;Zt------"l3r--_O_ _
0 Z 3
2_ _O 3_ __ __ __ _-' _ _
F# R 3 5 7 (9)27 #11
(D) do mi sol ti (re) fi
B
G
E
C
27Though this chord is called maj 7(1Zl11), the presence of the ninth (re) is permitted, but not
required.
202
popular music styles. As part of the bIlI chord in minor keys, it is perhaps used
more frequently, but in contexts where the q 6 (fa) from major is employed through
modal borrowing (discussed in Chapters XII and XIV) (Figure 10.19,20).
#1
,~ • • I • • •
Imaj7(tt11) IVmaj7(tt11) Imaj7(#ll)
do fa do
• • 1# JJ •
bIlImaj7(tt11) bVlmaj7(#ll)
me Ie
The song More Love, More Power, in the key of G minor, could easily employ
an Ebmaj7(tt11) in place of the standard Ebmaj7 (bVlmaj7) in the second bar (Figure
10.21).
"
, ~
F R b3 5 b7 9 11
Bb do me sol te re fa
G
Eb
C
These chords are used in major keys, without much difficulty, on re and la
(iill and vi 11, respectively). Also, in minor keys, they may be used on do andfa
(ill and ivll) (Figure 9.23, 4).
~. I • • • I • •
iill vill
re la
~ j1 . j. "~~~.~~i!1. ~~~.~~.~
ill ivll
do fa
204
Israel Hougton & Michael Gungor's Friend ofGod employs a ii11 on F~mll in
the fifth bar (Figure 10.25).
------ -
- -
k
F R (5) B D F
D do (sol) te re fa
B
(G)
C
205
Dominant harmonies are generally reserved for the V chord (sol) in major
and the modally borrowed V in minor keys (Figure 10.27).
• • •
• • •
V7sus11
sol
•
• •
V7sus11
sol
Dominant 7sus11 chord are generally reserved for V~I or V~i cadences.
Remember that a cadence is the pattern of chords that ends a phrase of music. The
end of the hymn, Holy, Holy, Holy provides a fine example for how a V7susl1 chord
is used in such contexts (Figure 10.29).
Figure 10.29 Holy, Holy, Holy - John Dykes & Reginald Heber
D D/F~ D7/F~ G D Em/G Asusll D
©Public Domain
Thirteenth Chords
The thirteenth chord is the furthest extension possible in diatonic harmony
and with these chords, all the seven diatonic tones of the scale are available to be
206
used in a single chord. As we found with add6 chords in the last chapter, the
thirteenth (La) is taken from the major scale for both major and minor chords. Thus
the interval that was a M6 above the root in an add6 chord is not a M13 above the
root in thirteenth chords.
As this interval does not create any significant dissonance with the chord
extensions that we've seen thus far, the thirteenth may simply be appended to any
of the chords mentioned above. As a result, it simply be redundant to discuss all the
many varieties of thirteenth chord, but for illustration, below is a depiction of a
minor thirteenth chord. Notice that the thirteenth has been raised from the diatonic
b13 (b6) of minor to the I:i 13 from major (Figure 10.30).
.. ..---:--- -
, - -
" --
v ~
-
v -
-
A R 3b 5 7b 9 11 13
F do me sol te re fa la
D
Bb
G
Eb
C
Omitting Tones
As we've added more and more tones to a single chord, it has become
increasingly difficult to manage the dissonance created by so many notes. One
solution has been to leave one or more notes out of the chord, as with the dominant
7susll chord. Omitting tones less necessary tones from an extended chord is a very
common practice amongst musicians. This frees up harmonic "space" in the chord
to clear out unwanted dissonance, but also makes playing such chords more
practical on a physical level. For instance, the full thirteenth chord contains seven
different tones, more strings than is available on a standard guitar. Therefore, in
order to playa chord like this, a guitarist has to omit some tones. Yet this is not to
be done haphazardly. What tones are omitted from the chord has a great effect on
how the chord will sound, making important a discussion about what notes go and
what notes stay.
Certain tones in a chord help to define the "essence" of the chord and give it
more of its signature character than others. These tones are the ones that you want
to keep in a chord, while the others can more readily be omitted. In the "musical
chairs" of chord tone omission, the ones that contribute the least to the chord don't
get a seat.
As a basic rule, the information given in the chord symbol tells you what
notes are essential to the chord. For instance, a simple Cm on a chord sheet
indicates two things: 1) That the root of the chord is C, and 2) that it is a minor
chord. Given this principle, the list below explains, in order of importance, what
notes have priority in a given chord containing many tones, like a Cm13.
208
1) Root - The most important tone in any chord is the root. The root must
be played in order for the chord to be readily recognizable as a chord
built on that scale degree. 28
2) Third - Also the defining note between major and minor triads is the
third. The third is the tone that is different between the two and gives it
is essence as having major or minor quality.
28Note that this doesn't mean that in an ensemble situation, every musician must play the root ofthe
chord. This tone need only be heard in the collective sound of a band. Oftentimes this note is
covered by the bass guitar or the left hand of the piano.
209
Practice Exercises
For the exercises below, indentify what chord is notated in the staff and on
the tablature (TAB need not match staff notation voicing precisely). For chords
indicated by TAB, identify the chord and notate it in the staff above (Figure 10.32).
-
"'
v
'I • •
4!) .. ..
~
4 ..
~
"'
v
Il ,l::I... c.
u ~ ...
~
"' -;:
~
210
CHAPTER XI
SLASH CHORDS
Until now, the various chords we have discussed have all been arranged (or
voiced) so that the root of the chord is the lowest note (the bass note 29 ), but this is
not always the case in a real musical context. Oftentimes another note from the
chord can be used as the bass note to create a certain effect in the music. This
doesn't fundamentally change the chord, but the note that is in the bass has a big
impact on the character of the chord as well as the listener's expectations as to what
is going to happen next in the music.
29 Though the bass note is often played literally by a bass, the term simply refers to the lowest
sounding note of a given chord. Thus, the bass note in a piccolo duet is simply the lower of the two
notes.
211
from what note is in the bass. The bass note is always either to the right of the slash
or directly beneath it.
Figure 11.1
Root Position: 1st Inversion: 2nd Inversion:
c cr: C'G
"
..
u
c,
o'
'"
~ ~
I 1/3 liS
do mi sol
This may be all that one needs to know to interpret slash chords in lead
sheet notation, however each type of inversion sounds very different and has
different effects on (and roles within) the music. Therefore, if you intend to be in
the business of writing and arranging music, you had best become acquainted with
what and how chord inversion and slash chords are used. The following section will
discuss each type of chord inversion with respect to its role in music as well as how
slash chords are used to shape a musical composition.
Root Position
This is the most common form for a chord to be in: in this state a chord
sounds the most stable. Though no chord other than the tonic chord is entirely
stable (as we will see in Chapter XIII), root position is the most stable. The chord, in
manner of speaking, is "standing on two feet." Consequently, many songs contain
chords only in root position, no inversions. In the original arrangement, all the
chords of Blessed Be Your Name are played in root position (Figure 11.2)
212
Root position, as the most stable voicing, is almost always the voicing of
choice for the end of a song. Try playing the final chord of any song in inversion; it
won't sound finished. Consequently, chord inversions are often used to provide
forward momentum that may be lacking in root position chords.
First Inversion
It is very common for a chord to be played in 1 st inversion. Here, a slash
chord is used to show that the third of the chord is sounded in the bass. A 1st
inversion chord often replaces a root position chord when, in so doing, the inverted
chord is next to another chord whose bass note is a step away, helping to create a
melodic contour for the bass line. This is often achieved when root position chords
are paired with inverted chords to generate an ascending or descending stepwise
progression of chords. The chorus of Tim Hughes' Here I Am To Worship is a great
example of how 1st inversion chords can greatly enhance a chord progression
(Figure 11.3).
213
worship, here I am to bow down, here I am to say that You're my_God. _ _And You're al-to-gether
It is easy to see, when examining the contour of this bass line, how the 1st
inversion chords give direction to the chord progression by allowing the bass line to
move in a more linear fashion (Figure 11.4).30
worship, here I am to how down, here] am to say that You're my _ God. _ _And You're al-to-gethcr
In this case, the B/D# in the second bar of the chorus creates a stepwise
descent from the initial E chord. This is answered by an ascending stepwise ascent
from the E/G# to the A. Here, there is smooth connectivity between chords that is
not readily apparent in a chord progression containing only root position chords.
Compare that to the same chord progression with only root position triads. The
bass line created by this chord progression seems to jump around almost aimlessly
in comparison to the earlier example (Figure 11.5).
30Though the example given depicts the bass line moving in whole notes, it is assumed that this is the
basic structure of the bass line. A performer or ensemble can take this as the platform for how to
interpret the harmony and improvise a part.
214
worship, here I am to bow down, here I am to say that You're my _ God. _ _And You're al-together
say, "Blessed be the name of_the_Lord,_ bless-ed be Your name. Bless-ed be the
©2002 Thankyou Music
I V vi IV
do sol la fa
215
Here, playing a 1st inversion chord on the V chord to create a V/3 (V chord
with the third in the bass), connects the I bridges the interval between the I and the
vi chord's bass notes in a three-note stepwise descent (do-ti-la).31
Second Inversion
2nd inversion chords are those that have the fifth of the chord in the bass.
These inversions are qUite useful as well, though not as commonly used as 1 st
inversions, since they sound even less stable. Second inversion chords are most
often used in two ways: 1) as part of a stepwise progression in the bass or 2) played
directly before a root position chord whose root is the same as the bass of the 2 nd
31 The use ofVj3 is a non-standard notation employed in this book to depict chord inversion with
numeral analysis.
216
inversion chord, usually in a cadence. This first point can be illustrated clearly in
Darlene Zschech's Shout To The Lord (Figure 11.8).
Here, both 1st and 2nd inversion chords are used to create a stepwise
ascending bass line from an AIC# to a G. This ascent: I/3~IV~I/5~iv~bVII (mi-
fa-sol-la-te) makes for an exciting chord progression that wonderfully builds up
to the chorus. The other point is clearly demonstrated in the final phrase of the
hymn Great Is Thy Faithfulness (Figure 11.9)
Figure 11.9 Great Is Thy Faithfulness - Thomas Chisholm & William Runyon
0#"7 OIA A7 0
similar use of 2 nd inversion chords is found in the verse of Amazing Grace (My Chains
Are Gone), though not as part ofa cadence (Figure 11.10).
Figure 11.10 - Amazing Grace (My Chains are Gone) - Chris Tomlin, Edwin Othello
Excell, John Newton} John Rees} & Louie Giglio
f B~F f
A maz ing grace, how _ sweet the sound, that saved _ a _ wrelch __ like
©2006 worshiptogether.com songs
I IV 15 I
do do do
32 It is not mandatory that a seventh be indicated numerically in the chord symbol of a third inversion
chord, since the presence of the seventh as the bass note makes such notation redundant.
218
• .. T
~
~
"'
- -:.""
.,:
-:.
~ ~
light of Christ might be seen _ to day _ in our acts of love and our deeds of _ faith.
©200S Thankyou Music
V V/7I/3 IV 1/3 V V/7 1/3 IV Vsus4 V
sol fa mi fa mi sol fa mi fa sol sol
We're c1imb-ing up the mountain of the Lord, to - wards Your ho-Iy place, and ev-'ry step is praise,
©2002 Thankyou Music
i iv iv/7 IV(#4)
do do te Ie
The major seventh variety is also found in popular music, thought it is far
more dissonant (and likewise, unstable) than the other two types, since the major
seventh clashes strongly with the root when inverted.
This chord is nearly always found in a walk down from I to vi. This walk
down occurs in the verse to Matt Redman's Let Everything That Has Breath with a
walk down from E (I), through its 3 rd inversion E/D#, to C#m7 (Vi).
220
Let ever-y thing that, ever-y lhing that, ever-y lhing lhal has brealh praise the Lord.
©1997 Thankyou Music
I Imaj7/7 vi7 IV V7susll
~ ti ~ fa sol
things. A - bOle all ",is - dOIll_ and all_ [he ways _ of mall. _
'M#~_~~,.~
You were here _ he - fore _ [he 1I"0rlcl_ ---
he - gan. _ _ A - ho\"e all_
4 ..
~!
..
~! [I ~f
.. ~f
..
Co7 L~mC Cmaj9lno3J GC
4 ~~1 ~~~i [I
..! ..I
222
near,O God._ Be ncar,_ 0 God_ of uS,_Your near - ness is_ to us_ our_
God, wben I in awe-some won - der_ con-sid-er alJ the worlds Thy hands bath
©1953 Stuart K. Hine, Renewed 1981 Manna Music, Inc.
1/5 vij3 ii7/4 V7
sol sol sol sol
Pedal Bass
An opposite scenario would consist of a chord progression where the
harmony changes while a single bass note remains consistent. The pedal point has
already been briefly discussed, but here it is observed more in depth. Let us return
again to the verse in Chris Tomlin's recording of Amazing Grace (My Chains Are
Gone) (Figure 11.21).
Figure 11.21 Amazing Grace (My Chains are Gone) - Chris Tomlin, Edwin Othello
Excell, John Newton, John Rees, and Louie Giglio
F B~ F CW
Here, the chord progression is I-IV-I-V, but the bass note remains on the
tonic. A pedal bass is almost always on the tonic or the dominant. When it is found
on the tonic (do), it is usually at the beginning of a song or at the end of a song in a
coda or outro. Since do is the "home" pitch, a pedal point on this tone can create a
sensation of stability or repose. A dominant pedal (on sol) is most often used at the
end of the song, near the lyrical climax, leading into the final dominant chord (V
chord). When on the dominant, it creates more a sensation of anticipation, of
building towards a climax. In more rare cases, pedal point may be used on other
degrees of the scale to create a similar effect. In the phrase leading into the chorus
of You Are Good there is a pedal point on the fourth scale degree,fa (Figure 11.22).
225
, I
4i1 ~
from gcn er - a - tiou_ to gcn - cr a - tiou. We
©2001 Integrity's Praise! Music
bVlj6 bVIIj5
fa fa
It is clear that changing the bass note of a single chord or chord progression
has a great effect on the music and can be used for a variety of applications, make it
an invaluable arranging technique. Take care to develop this skill and employ it
tastefully in your own arrangements.
Practice Exercises
For the exercises below, identify the chord and its inversion by attaching a
chord symbol to the notation. Fill in the missing notation, either staff or TAB
(Figure 11.23J.
226
-;
I ...
~ ... ... ...
In the exercises below, notate in the staff and TAB the slash chords indicated
by the chord symbols (Figure 11.24).
Below is the first verse and refrain of Great Is Thy Faithfulness by Thomas
Obadiah Chisholm and William Marion Runyan. All the chords in this arrangement
are root position chords. Using the concepts and techniques detailed in this chapter,
create your own arrangement of this song from the root position chords by using
chord inversions. Also, if there are any chords that appear to be complicated,
227
attempt to simplify their spellings through slash chords. Remember to use slash
chords to create smoother, stepwise movement as well as pedal points in a base line
when it benefits the arrangement. However, attempt to maintain variety, as too
much of the same thing can become monotonous.
Figure 11.25 Great is Thy Faithfulness - Thomas Chisholm & William Runyan
D D- Gmaj7 Gei .\ 7 G _\ 7 G D
G D .1..7 D E E7susl! E7
Though chang - est nol, Thy com pas - sions they fail lIot;
D F~1I1 A7 D
G D 137 .'l.m Em
D .-.\. 7 D
CHAPTER XII
CHROMATICISM
All of the chords we have discussed thus far have been in the realm of
diatonicity, meaning that they fit naturally into the key of the song; and most chords
used in popular songs today are diatonic. However, there are always some songs
that contain chords not naturally in the key. When tones are non-diatonic, this type
of harmony is called chromaticism. It is helpful to look at chromaticism from a
theoretical perspective since these types of chords, being out of the norm, may not
be a natural part of your chord vocabulary or readily "in your ears" and perceived as
a natural chord progression. Furthermore, chromaticism in popular music can be
difficult to manipulate, as it must be handled delicately for it to sound natural and
not sound jarring or wrong. Theory can teach you how to use them, beyond simply
recognizing them when they are present in music, by suggesting how to add them
into a song when its chord progression has "grown old". When chromaticism is used
in a skillful way, it can help a progression sound fresh, where a purely diatonic
version may seem boring or cliche.
The present chapter will discuss the most common uses of chromaticism in
popular music so that whether you are a music team leader, songwriter, or music
arranger, you will have the tools to employ it effectively and add more to your
growing creative palette. The following techniques will be divided into 2 categories:
• Borrowed Chords
• Change of Quality Chords
These categories are used because the theoretical concept behind them says
that chromatic tones, though foreign to a key, do come from "somewhere". Thus
230
they can be defined systematically so a musician may know clearly how to employ
such techniques in any key and musical context.
Borrowed Chords
The most common way that chromaticism occurs is through a technique
called modal borrowing. In this case, a chord is "borrowed" from the parallel key.
Remember that the parallel key is the major or minor that shares the same root as
the present key. As an example, for C major, the parallel key is C minor (called
parallel minor). Likewise the parallel key of E minor is E major (parallel major).
Consider the harmonic possibilities offered between the keys of C major and C
minor (Figure 12.1,2).
f. I
I
ii
!
iii
I
IV
J
V
I
vi
!
vii a
I
I
do re mi fa sol la ti do
The maj or key can in theory, borrow any of the chords of the parallel minor,
therefore C major can take Cm, Do, Eb, Fm, Gm, Ab, and Bb. In numeric terms, this
means that the major can have i, ii o , bIll, iv, v, bVI, and bVll chords in addition to the
seven diatonic possibilities it already has.
231
~. ~ ~
.., jt
I
In major keys, the chord that is normally the seventh scale degree is a vii a (G:It a in A
major), but here the bVII (G), is taken from the parallel A minor. Another example is
You Are Worthy ofMy Praise by David Ruis. In the key of D major, this song has a C
major chord in the third bar, which is the bVII taken from the parallel D minor
(Figure 12.4).
I
u •• ~. -:jJ . - - L-U ' • ~~....
'-'
Women:Iwill wor-ship_ - with all of _ my _ heart.
bV! Chords
The bVI chord is another commonly borrowed chord and it is often paired
with a bVII chord as in Darlene Zschech's Irresistible. Here the Bb and C chord are
borrowed from D minor to be used as a bVI and bVII in D major (Figure 12.5).
Figure 12.6 Again I Say Rejoice - Israel Houghton & Aaron Lindsey
A m7 13 m7 C ])
0, that _ men _ would _ praise _ Him, o that _ men _ would _ praise ---..J lim. Rejoice
Borrowed chords are also effective for creating contrasting sections of music
such as a musical interlude. This can be particularly helpful in hymns, where an
233
interlude between verses can help break up the more rigid structure and give
singers a restful pause in a song where there are few natural pauses in the melody.
Keith Getty composed such a portion of music to be played between stanzas of his
hymn In Christ Alone. Here the interlude begins with a minor v chord. The inclusion
of this chord also adds a pleasant contrast from the harmonic content of the verse
(Figure 12.7).
=P=J= 1 II 7
7
7
7
7
7
1/ I
7
7
7
1/ 7
7
7
7
17
7
Z
7
j7j
stand.
©2001 Thankyou Music
I v7 ii7 IV V7sus4 I
do sol re fa sol do
However, a closer look at the Cm6/E~ (C-E~-G-A) shows that it has the same
pitch content as A07 /E~ (A-C-E~-G), which would be analyzed as Wi' 7/5
borrowed from Gminor to Gmajor (Figure 12.9).
b.. b....
"
~
~~
<~ <~
", ,~
Whichever way you identify this chord, modal borrowing is involved. Here is
a rare example in contemporary Christian repertoire where a iif"7 has been applied
in a major key (Figure 12.10).
235
IV ii 0 7/5 vi7
fa Ie la
appears in the key of D major, a bIII from D minor. See the third bar of the example
below (Figure 12.11)'
natural minor scale by borrowing tones from major. The harmonic minor scale used
the raised leading tone (to from major and the melodic minor used both la and ti
from major. This is a type of modal borrowing.
Though modal borrowing from the parallel major to a minor key works in
theory the same way as borrowing from minor to major, examining modal
borrowing in terms of the use of these various minor scale forms helps explain the
characteristics of the most common forms of minor key chromaticism more clearly.
In fact, chromaticism is much more common in minor and this is due in large part to
the extensive use of these scales. The three minor scale variants in the key of C
minor are shown again below (Figure 12.12).
~ ~"I, •
I
••••• ~ •• ~.
• • • • • •
#7 #6 #7
la la ti
These scales exist in both the melodic and harmonic content of a song. Chord
theory tells us that chords are built from the notes of the scale harmonized by
thirds. Therefore, by adding the chromatic possibilities offered by the other minor
scales, we are afforded 6 new triads for the minor scale, since each of the two tones
may occupy the place of a root third or fifth. Below is a composite of the 3 minor
scales with all 13 possible chords shown (Figure 12.13):
If you've guessed that the #6 and #7 could also be applied as sevenths, you're
on the right track. Expanding the harmony to include sevenths affords a total of 9
new chords that aren't found in the original diatonic collection of sevenths (Figure
12.14).
~1 ~f ~1
~~'I, ~I ~I I, 1'1 [;1"1 ~ ~ ~f
v7 V7 bVImaj7 vi07 bVII7 bVIImaj7 vii o 7 vii07
sol sol Ie la te te ti ti
Major IV and V
These two chords are probably the most commonly borrowed chords from
major. Containing the ti from major (IV doesn't contain to, these two chords have a
strong pull back to tonic. As a result, the tonic chord in minor almost always follows
them. This arrangement ofthe hymn 0 The Deep, Deep Love ofJesus provides a good
example of the use of a few of these modally borrowed chords in the third and
fourth bar ofthe excerpt (Figure 12.15).
238
Figure 12.15 0 the Deep, Deep Love of Jesus - Samuel Francis & Thomas Williams
Em EmG 13 C 1"#07,:\ 13 I:'m
Below is a possible rendering of these chord changes for guitar. One can
trace the chromatic ascent and descent of the embedded melodic line on the 4 th
string from bars 1-3 and transferring up to the 1st and 2 nd strings on bars 3-5
(Figure 12.17).
- - -
." X -
"-
- -
-,.
-
-' -'
D D# E Eb D
sol si la Ie sol
240
way, when sor rows like sea hil - 1011'S role; whal
©Public Domain
I vi vij3 VjS II V
do la do re re sol
The song Still by Reuben Morgan has a change of quality also on reo Here, the
IIj3 chord is in first inversion, creating a chromatic ascent in the bass (F-F#-G or
fa-fi-sol) (Figure 12.19).
241
4i~.~-
Hide me _ _ --
nm\" un - der ---
l:oUf_ wings. _ _
©2002 HiIIsong Publishing
I V/3 vi IV II/3 Vsus V
do ti la fa ft sol
Figure 12.20 Great is Thy Faithfulness - Thomas Chisholm & William Runyan
E7 A F~7 Bill
Figure 12.21 Great is Thy Faithfulness - Thomas Chisholm & William Runyan
D#c7 A'E £7 A
~~.~. ~
Greal IS Tit} failh ful ness, Lord un - to me.
©1923. Renewed 1951 Hope Publishing Company
#ivo7 1/5 V7 I
fi sol sol do
~-rs;_
'--' Lord _ _
Hn-Ie - Iu jah, _ _ (0 (he of _ _ hen-yen <111d_ earlh.
I 17/7
do te
Figure 12.23 Majesty (Here I Am) - Martin Smith & Stuart Garrard
,\m GB C ,\m GB
tJ no\\'
J
I'vc
§.
fOllnd tile great cst 101°c of
-----
all _ _
J
IS
33 This qUirky name arose from its association with classical composers ofthe "Neapolitan Schoo!," a
group of composers from Naples, Italy who composed in a similar style in the 18 th century, typified
by the use of this chord.
34 In first inversion, the interval created by the bass note and the root of the chord is a 6 th , which is
where it gets the name Neapolitan 6th .
35 When substituting chords, one must always be sure that the notes of the melody do not clash with
the substituted harmony. Because the predominant D in the melody is consonant with the Bb chord,
this substitution is acceptable. Note that the B natural in the last eighth note of this measure will
clash momentarily. In these cases one must weigh their options and decide whether this momentary
dissonance precludes the use of the substitution. Another way to avoid this problem would be to
sing this note up or down a half step.
244
B~mai7 F G7F
since You laid dOll'n your life, _ _ the great - est sac - Ii - flce.
©2003, 2004 Curious? Music UK, an. by the author
bII bVI bVII7/7
ra Ie Ie
In this case, the bII is used as a Bbmaj7 in the key of A minor. Note that the
use of the bII as a bIImaj7 chord works particularly well because its seventh is the
tonic note (do) of the key.
Throughout this chapter, we've made strides towards thinking about chords
in their larger context by speaking in terms of connectivity and tendency. This will
be the larger subject of the following chapter on chord progression, which discusses
how chords relate and work together.
Practice Exercises
For these practice exercises, identify the chord provided in terms of its root,
quality, and numeric designation (bVI, v7, etc.) according to the key signature. If
only numeric designation is provided, fill in empty staff and TAB accordingly (Figure
12.24,25).
~
'.
!
~
G
1\ I .L.I .101 +I
~ •
~
!
~ .101 +I h, .101
~ +I"
a a +I ~ ~ I
CHAPTER XIII
CHORD PROGRESSION
Chord Progression
A chord progression is a harmonic tapestry of chords woven together to
create the accompaniment for a melody. Though a melody will influence what kind
of chord progression is played with it, chord progression plays an integral role in
the overall sound of a song as it gives the melody a musical setting. In this chapter,
we will discuss how and why chords interact in progression the way they do and
learn how to compose and manipulate them to affect the musical setting of a song.
As music theory exists partially to point out and explain what occurs in
music, it is beneficial to examine chord progressions from a theoretical point of
view, to illuminate the trends that exist and understand the reasons behind those
trends. Grasping the theory behind chord progression is no just helpful for
familiarizing yourself with what is common and most expected, but through this one
can learn how to take the familiar and use your own creativity to manipulate it in an
artful way.
the space of an octave and each one has a unIque sound in relation to the key and
ultimately the tonic note (Figure 13.1].
~ ...
1
•
2
•
3
•
4
•
5
•
6
•
7
•
8/1
~
do re mi fa sol la ti do
We have already described how each note sounds as ifit is "pulling" in one
direction or the other (except for the tonic). Let's review the seven tones ofa
diatonic scale. We have the tonic, supertonic, mediant, subdominant, dominant,
submediant, and leading tone.
2) Supertonic Tone: Being the note above the tonic, its most immediate "pull" is
to return back down to tonic.
3) Mediant Tone: the mediant is consonant with the tonic and thus doesn't have
a strong pull up or down, but it doesn't sound resolute as the tonic does, so it
ultimately "desires" to eventually return to tonic, even ifit has to pass
through another note.
250
5) Dominant Tone: The dominant, being a PS above tonic, is consonant, but like
the mediant it must eventually find tonic or it will sound unresolved.
6) Submediant Tone: This tone is one step above the dominant and will pull
downward to the dominant, but ultimately back to tonic.
7) Leading Tone: More than any other tone, the leading tone "wants" to resolve
up to tonic.
8) Tonic (at the octave): The sheer force of the leading tone's pull causes one
to place the octave at the top of the scale to provide the ear the resolution it
desires. 36
36 One can see these "musical forces" are inherent in any diatonic system, which have been instilled in
a listener's conscious and subconscious "ear" by millennia of musical composition, and how they
have been and continue to be the grounds for all forms of musical creativity. Thus, the expectations
ofthe listener can, in many cases, be explained by music theory. This empowers the musician to
interact with the listener by being aware of the listener's expectations, and affords the musicians
opportunity to satisfy them or play with their expectations.
For a more thorough discussion of these "musical forces" see: Steve Larson, "Musical Forces and
Melodic Patterns," Theory and Practice 22-23 (1997-98): 55-71.
251
f. I
I
ii
!
iii
I
IV
j
V
I
vi
I
viiO
I
I
do re mf fa sol la tf do
Major:
1-Tonic triad (do)
ii-Supertonic triad (re)
iii-Mediant triad (mf)
IV-Subdominant triad (fa)
V-Dominant triad (sol)
vi-Submediant triad (fa)
vii"-Leading Tone triad (ti)
I-Tonic Triad (do)
For the minor scale, most of these pitch tendencies are carried over with a
few exceptions. As there is no leading tone present, the dominant functioning triad
is a minor triad and does not have the same pull to tonic as it does in major.
Likewise, the triad built from the 7th degree of the scale contains no leading tone,
which is why the name "leading tone triad" doesn't carryover from major. It is a
major triad built one whole step below tonic and is thus termed the subtonic triad.
This chord doesn't pull particularly strongly in either direction, much like a mediant
chord, though it is often used to pass between the tonic and submediant chords in
either an ascending or descending pattern. It is also often employed in cycle of fifths
progressions (Figure 13.3).
f~
b ~j 1'1
1'1 ~~I III ~I \, l
i iio bIll iv V bVI bVII i
do re me fa sol Ie te do
252
Minor:
i-Tonic triad (do)
iio-Supertonic triad (re)
bIlI-Mediant triad (me)
iv-Subdominant triad (fa)
v-Dominant triad (sol)
bVI-Submediant triad (Ie)
bVII-Subtonic triad (te)
i-Tonic triad (do)
The movement of triads in a diatonic system is made more complex than the
simple tendencies of each root note since, in a triad, there are three tones sounding
together, each with its own specific pull up or down. Furthermore, this is
compounded by the fact that intervals are created between notes that have their
own tendencies as consonant or dissonant intervals. For example, a dissonant
interval wants to resolve to a consonant one, oftentimes in a specific way. All these
variables combine to lend a great depth of character to a chord the moment it is
played in the context of a chord progression. Tones pull this way and that and some
tones' or intervals' individual tendencies win out over others, as the chord
progression unfolds towards an eventual resolution.
Though it may seem as if the possibilities are endless or that there ought to
be no rules concerning how to compose a progression, there are some basic trends
or "rules" that have become common. Many common progressions are used because
they are simply good ideas and are sensitive to how notes tend to function.
Worship ministers are often involved in both performing and composing music, so
becoming familiar with how chords function in progressions can be helpful to
playing by ear and making good musical compositional decisions during the
writing/arranging process.
Chord Function
In order to more easily understand how chord function works, it is helpful to
distill the different types of chords in a diatonic system into fewer categories than
253
Tonic Function: I, i, and vi - The home chord sounds at rest. It usually provides the
beginning and ending for most progressions. Sometimes the submediant (vi) can be
used as a substitution for tonic at the end of a phrase. Such a substitution is called a
deceptive cadence, as it usually comes as a "surprise."
Mediant Function: iii, vi, bIll, bV!, and bVII - Mediant chords have a weak and not
entirely determinate pull, but don't sound resolved. They usually provide a link
between chords of stronger character (Le. tonic, subdominant, and dominant
chords).
Subdominant Function: IV, ii, iv, and iio - These have a relaxed pull towards tonic
that sounds as if it "falls" back into the tonic chord, or move to the tonic by means of
another chord, namely the dominant.
Dominant Function: V, viio, and v - They have a stronger pull to tonic and sound as
if they're "leaning" into it. Moving to any other chord besides tonic comes as a bit of
a surprise, though popular music has tamed the V7 IV progression so that it is fairly
typical.
254
Tonic Chords
The word progression spurs thoughts of movement, and this precisely is
what a chord progression is, a movement in harmony from point A to point B. A
progression may begin in one spot and end in another, or it may circle back around
to end up where it began. The tonic chord usually functions as this point of origin
since it is so closely associated with the key. It sounds entirely stable in context of
the key and sounds resolved when played, meaning that it doesn't seem like it needs
to change to a different chord.
Though the tonic chord usually ends a chord progression with a cadence, be
it the end of a verse, chorus, or the whole song, the other chords in a key tend to
serve as "stops along the way" leading back to tonic. This song, in the key of D, is a
good example of how a well-balanced chord progression begins with the tonic chord
(D major) and departs and returns to tonic (Figure 13.3).
Though this song starts with a G major chord (IV), you can hear how the G
chord is part of a pick up measure that leads to the following D chord (1) on the
second syllable of"alone". It is clear that the harmonic and metric aspect of the
phrase begins here. The chord progression doesn't really resolve until it reaches the
next root position tonic chord on the word "song".
This is a good example of a well-balanced chord progression that begins and
ends on tonic (though not all well-balanced phrases must do so). This gives a sense
255
of resolve or completeness to each phrase of the song. This manner of writing lends
itself very well to this style of song. More traditional style songs, like hymns, are
composed with this kind of balance in mind on a number oflevels. The metric flow
of the text is even and often employs some kind of rhyme scheme. The more even
and traditional ebb and flow of the chord progression fits well into the parameters
of the song.
However, some chord progressions will avoid having a resolved beginning
and end in favor of a progression that sounds unresolved at both ends. This kind of
cyclical progression sounds as if it could be looped indefinitely without ever
resolving. The verse of Reuben Morgan's Mighty To Save is a good example of this
kind of progression. This is a IV-I-vi-V progression. Here, the verse's
progression begins on the IV chord (D) and ends with the V (E), though the IV chord
does resolve to a I (A). The placement of the tonic on the second bar doesn't make it
sound at all finalized. The momentum of the progression keeps moving forward
through the vi chord into the V. At the V chord, the harmony pulls strongly to tonic,
but every time this progression repeats, the IV chord delays this resolution (Figure
13.4).
b' 'ry onc nccds com-pas sioIl, _ lo\'clhat'slIc\'Crfail IIIg. _ Let mcrcy fall OIl_ mc.
©2006 Hillsong Publishing
IV I vi V
fa do la sol
This is part of what makes the chorus of this song so satisfying to sing. The
tonic chord doesn't get played in a ((resolved" kind of manner until the beginning of
the chorus. The verse progression which creates a more unresolved or "suspended"
256
Sa\'10r, He canmoye the mounlains. :--ly God is migIHy to save, _ He is llligh-1y to saye. _ For-
©2006 Hillsong Publishing
I V IV I vi V
do sol fa do la sol
Figure 13.6 Jesus Messiah - Chris Tomlin, Daniel Carson, Ed Cash, & Jesse Reeves
E R E
IV I IV
fa do fa
Listen to this progression and notice how the IV chord sounds as if it is falling
back to tonic while the V chord leans into it. To hear more clearly how the
subdominant and dominant offer more in terms of a sense of progression compared
to other chords in the key, play the same chord progression, but replace the
subdominant and dominant chords with mediant and submediant chords. In this
chord progression, the I-IV-I-V has been replaced with I-vi-l-iii (Figure
13.7).
~ ~111
"'4 '''1 '''1 117~
,rr r 7»1 rrrr
" , rrrr
IIII "71'''~
""1 rrrr rrr~
I
I vi I iii
do fa do mi
Regardless of the fact that such a chord progression would not be very ideal
for this song's melody, it is clear that here the stability of the tonic is not balanced by
the more different sound of the subdominant and dominant chords. The mediant
and submediant chords are too close in sound to the tonic to give this chord
progression any distinct sense of development.
The sameness or closeness in sound between two chords is relative to how
much distance there is between the chords' roots, as well as how many common
tones each chord has. The roots of subdominant and dominant chords are further
away from tonic in terms of their position than any other chord. Whether moving
up or down from tonic in a scale, these chords are 4 to 5 steps away, whereas the
mediant chords are only 3 steps away and the supertonic and leading tone chords
are only 1 step away (Figure 13.8).37
370ne might note that the leading tone chord is furthest away from the tonic as it carries the seventh
scale position. However, it is in fact closest to tonic as it is only a half step away from the tonic at the
258
I V I IV
do sol do fa
This large distance between the tonic and IV and V chords makes them ideal
destinations for a chord progression, because it makes the harmonic movement
sound as if it is "going somewhere," more so than the mediant chords.
4 1= s t: ~
I iii I VI
do mi di la
You will notice that both mediant chords (iii and vi) share two tones in
common with the tonic. Compare the notes of C (C-E-G) to E minor (E-G-B)
and A minor (A-C-E). The nearness of the mediant's root to tonic and the
"closeness in sound" from sharing two common tones gives an aural impression that
the harmony isn't so much changing as a IV or V chord would, but more as if it is a
variation. Mediant chords are sometimes used to shift the harmony away from the
top of the scale. This means that the chords that are furthest away are those that carry a central
position in the scale, i.e. subdominant and dominant chords.
259
tonic, thus keeping the progression moving along, without going immediately to a
subdominant or dominant chord.
Listen to The Glory ofIt All by David Crowder for use of the mediant iii chord.
This song uses the iii (D#m) in precisely this way, to shift the harmony while it is on
its way to the dominant (F#) chord (Figure 13.10).
The submediant (vi) chord is used similarly. Compare its use in the opening
phrase of the hymn, Holy, Holy, Holy. The submediant Am follows the tonic in this
case, adding some harmonic interest where otherwise a tonic chord could have been
sustained (Figure 13.11).
Figure 13.11 Holy, Holy, Holy - Reginald Heber & John pykes
C Am G C F C
I 1/3 IV
do mi fa
G#m E
IV ii V viiO
fa re sol ti
Listen for the use of the IV chord and the ii chord in the chord progression of
the verse of Here I Am To Worship. Here, the ii chord (F#m) and IV (A) are used at
similar points in the phrase (Figure 11.14).
261
Light of the world, you stepped down in-to dark - ness, opened my eyes, let me _ see._
©2000 Thankyou Music
I V ii I V IV
do sol re do sol fa
Now try playing this chord progression without the F#m, using instead the A
in the 2nd measure. You will find thatthough this arrangement uses the supertonic
chord on the second bar, it could have used the subdominant instead. However, the
F#m adds a nice contrast to the A chord, keeping this phrase of music from
becoming too repetitive.
Likewise, the viio sounds close enough to a V that is used as a dominant. The
hymn 0 The Deep, Deep Love ofJesus provides a good example of this. This song,
which is in the key of E minor, uses modal borrowing to employ a major V chord (B)
(Figure 11.15).
Figure 11.15 0 the Deep, Deep Love of Jesus - Samuel Francis & Thomas Williams
G DF# CE B· D# E III .-\. 111 13 Ii 111
rr rast,
4f$F~
....--3----'
un meas ured,
~~
bouud
<::::::::::?
less
0
free,
©Public Domain
bIll bVII/3 bVI/3 V/3 I iv V I
me re do ti do fa sol do
Figure 11.16 a the Deep, Deep Love of Jesus - Samuel Francis & Thomas Williams
G D'F~ CE BD# Em Am D#c7 Em
=r r Hl5(,
~C?E
...--3---'
un meas ured,
~~
bound
~
less
0
free,
©Public Domain
bIll bVIl/3 bVI/3 V/3 i iv viio7 i
me re do ti do fa ti do
In this case, the change in sound is not drastic when a leading tone chord is used as a
dominant. It sounds much like a B/D# would, except that the chord has more
internal tension.
We've discussed how each diatonic chord has particular tendencies to "pull"
towards other chords. Though the above chord functions exist as the primary role
for these chords, we will see in the following section how each of these chords may
also resolve in a different way to create a particular kind of chord progression.
Diatonic Fifths
This progression, in a diatonic context, does not move through all twelve
keys, but by way of 5 th movement, cycles through all seven diatonic chords of a
given key, when played in its entirety. In this case, one of the intervals is a
diminished fifth (between IV and viio) (Figure 11.17).
f 1 I J
viiO
I 1 I J t
I IV iii vi ii V I
do fa ti mi la re sol do
It can be used in whole or in part, as we saw at the end of Lord I Lift Your Name On
High. This song employs the last four chords in the cycle in the key of G:
vi-7ii-7V-71 or Em-7Am-7D-7G (Figure 11.18).
Perfect Fifths
The cycle may also be employed to traverse every possible chord (either in
major or minor) when the fifth movement is restricted to perfect intervals (Figure
11.19).
264
However, in a real musical context, the entire cycle rarely runs full course, as
such a lengthy progression could seem extremely protracted and indulgent. Often a
composer, like he's on a train, will get off at one of the stops along the way. Take, for
instance, the song Give Thanks by Henry Smith. In the chorus, the cycle in the key of
F begins on an Am (iii) chord and runs through seven of the chords through to an Eb
(bVII) where it "hops offthe train" and wraps things up with a V7-71 progression
(Figure 11.20).
nOlI Jet the \\'eak say, "1 am strong." Let the poor say, "1 mn rich." be - cause-of
iii7 vi7 ii7 V7 Imaj7
mi la re sol do
Bb maj7 Ebmaj7 Ebn C7 F
~ 1 ~ .i ~
\\'hat the I,onl has donc for_ us. Gi\c thanks.
©1978 Integrity's Hosanna! Music, arr. by the author
blVmaj7 bVIImaj7 bVII/7 V7 I
fa te la sol do
Now that we are beginning to understand how chords relate to each other
and move together to form larger musical phrases, we have many of the theoretical
265
tools we need to understand music to the degree that we can now create new
progressions or manipulate existing ones to make fresh arrangements. This is the
focus of the following chapter, which will deal specifically with the idea of molding
the harmony of an existing tune, to bring out a different character or to even to
breathe new life into a tired song.
266
CHAPTER XIV
CHORD SUBSTITUTION
In a sense, this is the chapter that everything in this book has been leading up
to, and the one I have been most eager to write. The techniques described here are
some of the most useful and also fun for church musicians who are looking to put
their own creative footprint onto or revitalize old standards that may have become
tired through overuse.
Chord substitution is the process of altering the chord structure of a
preexisting composition. These techniques allow the arranger to manipulate and
often improve on a song without changing the melody. As an arranger, my goal is to
create a musical tapestry of songs that allows for enough familiarity that invites
singers to participate confidently in worship, but also keep them engaged through
fresh and exciting new sounds. With these techniques, we will learn how to
manipulate the chord progressions of both new and old compositions in both subtle
and more drastic ways that still uphold the familiarity and singability of the song.
Fundamentally, there are three ways to alter a song through chord
substitution. One can change the chord structure of a song by removing chords to
simplify the music, replacing chords to modify the music, and adding chords to make
it more complex.
The origin of this stylistic difference lies in the instrumentation for which
each respective style was intended. Hymns were composed to be able to be
performed with little or no instrumental accompaniment. The "band" consisted of
the congregation's voices and maybe an organ or piano for accompaniment. The
chords in each song were generated from how a singer could harmonize with the
melody, usually in at least 4 distinct parts, soprano, alto, tenor, and bass (SATB).
This kind of "part writing" allowed for quick changes in harmony, oftentimes at the
rate of one chord per syllable. Later, when the instrumentation and compositional
style changed to reflect popular music, with guitar being the primary
accompaniment as opposed to a keyboard instrument, songs were written with far
fewer chords. The guitar-driven accompaniment would usually vamp on a groove
composing of a simple chord progression so a melody could be sung over the top of
it.
Playing a hymn in the context of more contemporary instrumentation poses
some challenges for musicians, especially for guitarists, who are not accustomed to
quickly changing chord progressions that cover a lot of "harmonic ground", so to
speak. The unfortunate result of this is that many great songs ofthe faith are simply
not heard ignored because they are too difficult to play, or the traditional
arrangements are so different from modern ones that they sound antiquated.
Therefore, it can be extremely valuable for a church musician to be skilled in
adapting these songs to the musical culture of the church so that they can better fit
stylistically and be more accessible to the musicians who play them.
A complex chord progression can be made simpler by omitting chords and
although this is often a simple enough process that one can do it quickly by ear,
there are some factors that can make it difficult. Having more of a technical
understanding of how to do this well is useful. Take the hymn How Great Thou Art
as an example. Though this hymn was composed in the mid 1940s when songs were
already on their way to becoming less harmonically complex, the traditional
arrangement contains a lot more chords than most guitarists would care to play.
268
Here is the first phrase of the hymn followed by a two-step process for how to
simplify this song into a more contemporary sounding arrangement (Figure 14.1).
f#@E.~J~~~
all (he worlds Thy hands have
~
made,
~
see (he
©1949. 1953 Stuart Hine Trust
1) Leave only the chord on the first beat of each measure. One very easy
way to make a rough simplification is to remove all chords except for the
chord that is on the downbeat of each measure. Though this isn't a
perfect method, it can get you started. Here is what the song would
sound like with this first level of simplification (Figure 14.2).
() Lord my God, when I 111 awe - some \\'on - der _ _ con - si - cler
AE
It is rare that using this step alone will make for an adequate
arrangement. It is so rough that it eliminates some essential chords along
with all the "unnecessary" ones. If you sing with this arrangement, you may
find the song needs a chord change in parts where there is now none.
2) Add chords where needed. This is the more difficult step. Some songs
need a lot of chords added. Oftentimes it can be difficult to determine
where chords need to be added and what those chords ought to be.
Listening to the melody along with the simplified version can help
determine where chords ought to be added. Places where the melody
lingers on notes that don't fit the chord well are key spots. Listening to
this new arrangement you may find that in the first full bar at the word
"awesome", the melody moves to an F# which doesn't fit the A major very
well. In the original version, the D major chord came in here rather than
on the downbeat of the next bar. Moving the D back to this position
would solve this problem (Figure 14.3).
o Lord Ill) God, when I in nll'e - some won - der _ _ con - si - der
©1949. 1953 Stuart Hine Trust, arr. by the author
Although revisiting the original harmony can often fix these issues, this isn't
always the case. The third full bar has AlE and the fourth has A in this simpler
version. It sits too long on the same chord. In my opinion, this arrangement could
benefit from a different chord where changes of harmony were in the original, over
the words "worlds Thy hands have". To keep this arrangement simpler, we would
not reinsert all the chords that were originally there (C#m/E-7 Bm/E-7 E7). When
270
attempting to determine which harmony one should use, choose the harmony that
fits best with the melody for its full duration. In this case, the E7 works well. The
resulting simplified arrangement of this phrase of music could look something like
this:
o Lord Illy God, wben I in awe - some \\'on - der _ _ con - si - der
:\ E £7
ffj~.~~~J~~ ~
all the \\'orlds Thy hands have
-------
made, see
© 1949. 1953 Stuart Hine Trust, arr. by the author
(he
Replacing Chords
We have already discussed in the previous chapter how some chords may be
used almost interchangeably due to the fact that they have tones in common. This is
the fundamental principal behind most chord substitution. The more tones two
chords have in common the more similar they sound and the more likely a chord
substitution will work. Consequently, the most obvious and perhaps the easiest
form of chord substitution is where the chord essentially stays the same, but is
altered in some way, either through inversion or through the addition or removal of
a tone from a chord. With this technique, the change is relatively subtle as two or
more common are retained and the root is not changed.
We have already discussed this technique in some detail. However, some of
the more interesting and challenging types of chord substitution occur when a new
chord a new chord is used to replace an existing chord.
271
Third Relationships
Finding chords that share two or more tones in common is a fairly simple
matter. In a diatonic key, two chords share multiple common tones when their
roots are a third apart. This is called a third relationship. For example, a C major
triad and an E minor triad share two common tones because E is a third above C.
The same is true for A minor, as its root is a third below C (Figure 14.5).
,
C Em Am
i
I
- I
iii
1
vi
do mi fa
In theory, either of these two chords could be used to substitute for the
original chord, C major. However, the degree to which a substitution of this kind
would sound fitting or natural is dependent on the context wherein it is used. There
are many factors that determine the effectiveness of a chord substitution in a song,
but the two most important ones are the melody the chord supports and the
surrounding chord progression.
A substituted chord may sound natural if the notes of the new chord
harmonize well with the melody, but if they clash, then a substitution sounds more
forced. For instance, if a song is using a C chord (C-E-G) to support the note Cin
the melody above, then a substitution of an Am (A-C-E) will not clash because C is
the 3rd of Am. Furthermore, the other notes in Am (A and E) do note create
dissonant intervals with C. However, a substitution of Em (E-G-B) would be less
natural since an E minor triad does not contain the note C. It wouldn't give the
melody strong harmonic support, in fact the B in an Em would sound very dissonant
272
against the melody, C. Experiment with this on the first chord of the hymn Holy,
Holy, Holy (Figure 14.6.).
Figure 14.6 Holy, Holy, Holy - John Dykes & Reginald Heber
C \.111 G C F C
You should find that an Am would not clash while the Em will. However, the
Em may be used to replace the C at the end of the phrase on the word "mighty".
Though theory can explain in terms of notes and intervals why some substitutions
work better than others, these factors are usually quite easily discernable just by
listening, making an effort to find a fitting substitution fairly simple.
Even though these various substitutions are possible with this hymn, the
resulting chords might not benefit the song much when placed in the context of the
overall chord progression. This leads to the next issue: that the chord should fit well
in the chord progression of a song as well. However, this matter is slightly more
complicated to address. Therefore, let us try to apply all the above principles of
chord substitution in the context of another song where a change in chord
progression is more readily beneficial. Earlier, while discussing chord inversion, we
found that Blessed Be Your Name is an ideal candidate for chord change. This was
because the song's chord progression remains constant throughout its entirety,
putting it at risk of become overly monotonous. By using chord inversion, we were
able to make the song's chord progression a little more dynamic. Likewise, a chord
substitution placed somewhere in the middle ofthe song between verse and chorus
might help to relieve much of the sameness. Attempting this technique on this tune
will be a great example, since on the one hand, the repetitive nature ofthe song begs
for some kind of change, while on the other hand, it is this very repetitive nature
273
that will resist chord substitution by causing any change to seem very obvious and
perhaps out of place.
The phrase leading into the chorus is an ideal spot for us to use substitution.
The melody here changes from what it was in the verse, setting it apart as a different
section of music. Therefore, changing the progression here would be more
expected. In addition, the nature of this phrase is to build anticipation that is
fulfilled at the onset of the chorus, so putting in a different chord progression may
help to create harmonic tension that would be "released" at the chorus when the
original progression returns. Here is the portion of music with the original I-V-
vi-IV chord progression (Figure 14.7J.
Ey' ry hlcss - ing You pour out I'll turn haek to praise.
n F# G#111 E
'Vhen the dark - ness dos - es ill Lord, still I "ill say, "Bles-sed be the
©2002 Thankyou Music
related substitutions. Here, the G#m, D#m, and C#m are all a third below the
original chords while the B is related by a third above the original root (Figure 14.8).
~.
E,·' ry hlc~~ - iug You pour out I'll turn hack to prai~c.
E,,' ry bless - iug You pour out 1'II tullJ back [0 praise.
I V vi IV
do sol la fa
275
G#m7 C#m 7
When the dark - ness clos - es in Lord, still J will say, "13l e s-sed be the
©2002 Thankyou Music, arr. by the Author
vi7 Vj3 ii7 Ij3 IV V
Ja ti rn mi ft ~J
Notice now that we added a 7th to the first new chord, making it a G#m7. The
7th of G#m 7 is an F# which is a note in the melody and a note that was a part of the
original chord. In fact, the new chord contains all three tones of the original B chord
making this substitution sound more fitting. When a substituted chord is related by
a third below, as with G#m and B, adding the 7th to the substituted chord will create
a four note chord that contains all three tones of the original triad. The illustration
below shows how the original B triad (B-D#-F#) is contained in the new chord,
G#m7 (G#-B-D#-F#) (Figure 14.10).
- !
I
do
I
vi7
Ja
third below would be Am7 (A-C-E-G) and contains all the original tones of the C
major triad. Doing this process again, now to the Am, results in a chord with the
root F. This resulting chord would be an F major chord, but if we keep all the
original pitches from the previous two chords, we have an expanded Fmaj9 (F-A-
C-E-G). This process is illustrated below (Figure 14.11)
1 1-
I
-1- -I
vi7 IVmaj9
do la fa
Now, we can continue this process until each of the 7 tones ofthe scale is
represented for possible substitution (Figure 14.12).
Of course, many of the above chords are very far removed from the original C
triad, and when put in the context of substitution they may sound overly complex,
but this process shows how far this technique can go to reveal common tones
among chords. Note that on three of the chords, certain tones have been omitted in
order to avoid the highly dissonant m9 interval. Doing this helps clear up a lot of the
38 A half-diminished chord with extensions above the seventh is almost unusable, but has been
included for didactic reasons.
277
Now using the above ideas in a more conservative way, let us apply them to
build a fresh arrangement from our simplified version of How Great Thou Art
(Figure 14.14).
The goal here will be to create an arrangement that is strikingly different, yet
retains the song's original character and singability. As a general rule, when
creating a new arrangement that will not be so different as to alienate a singing
278
congregation, the first chord of the tune should not be altered too dramatically. The
first chord of the tune, if kept familiar, will help ease the congregation into singing
the new arrangement by not throwing them off at the onset of the tune. Keeping key
elements of the song familiar will give you more room to take liberties with other
parts. For this reason, we have left the initial chord, A, unchanged and will apply our
extended third related technique to the second chord, D.
Modal Mixture
To approach this technique more conservatively at first, let us only move into
the first extended third related chord. Passing through an initial Bm (or Bm7)
would lead to a G#07. This substitution would work in theory but it may have too
much tension to suit this tune. Rather than venturing further through our third
related harmonies, we could resolve this issue by simply changing the new root (G#)
to a G natural. Thought this note is not in the key of A major, but it can be borrowed
from the parallel A minor. This G natural is outside of the diatonic system of A
major, it sounds good in this context (Figure 14.15).
Figure 14.15
D 13 m7 G#o7 Gmaj9
~ ~b? ~1
~ ~Qi 1'1 gl ~~I ~ql
I,b
l q
b
I
i7 imaj7 W'J7 ii7 ?IIlmaj7 bIIl+maj7 iv7 IV7
do do re re me me fa fa
~i l ~i
~f
~ ~'& ~I 81 1,1'1 gl'l ~ R
We will utilize this chord for our ongoing arrangement as a substitution of the IV
chord (D) (Figure 14.17).
Let's take the next chord in our arrangement of How Great Thou Art. After
the newly substituted Gmaj9, the chord progression would return to a tonic A major
chord, but we will take this opportunity to employ some more instances of modal
mixture. To determine what chords may be used through modal mixture for
substitution, let us apply the same techniques described above, but expand the
harmonic possibilities to the parallel key. Here, we have the chord in question, A
major, the modally borrowed eqUivalent A minor and some initial third related
chords associated with it (Figure 14.18).
280
~
- I
I
do
i
do
bIll
me
I
bVI
Ie
I I
iv9
fa
Of these options, we have chosen the Cmajor chord to substitute the A major
in this particular arrangement because it contains an E, which is the note we sing on
the word "all" and because it progresses most naturally from Gmaj9. 39 Ifwe desire
to make the progression even smoother, we can extend the Ctriad up further in the
key to become Cmaj7 (C-E-G-B), that way we aren't transitioning from as-note
extended chord to a triad. Remember that extended chords will fit better into a
progression when they are among other extend chords (Figure 14.19).
39 Note that in the fourth bar of the original composition, the note following "all" on the word "the"
was a C#, which would have been highly dissonant with the substituted Cmaj7 chord. To avoid such
a dissonance, the melody has been changed to simply sustain the E, which harmonizes well with a
Cmaj7. At times, changes to a known melody may be so inconsequential they will not confuse a
worshiping congregation, though any change ought to be measured carefully in this regard.
281
Cmaj7 E7 A
if~dj;~~l~~ ~
all
bIIImaj7
the worlds
V7
Thy hands have
------
made, see the_
©1949. 1953 Stuart Hine Trust, arr. by the author
I
me sol do
Now, the next few chord substitutions are critical for ensuring that this new
arrangement retains the balance that the phrase had in the original tune. In order
for the new progression to have a similar arc as the original, we end the phrase on
the tonic (on the word "made"). Therefore, whatever chords we place between
Cmaj7 and the A must bring us naturally from our current position in the parallel
minor back to the tonic in the original key.
A variety of chords could be used to fit into this two-beat length section over
the words "worlds Thy hands have". The original E7 chord was held over both
beats, but two or more chords could be substituted in its place. Here, we have
inserted a chord on each beat to accompany the change in melody note from E to D.
Both of these chords are taken from the parallel minor (Figure 14.20).
~Ei~ ~
all
bIIImaj7
the worlds
v/4
Thy hands
v6/S
have
I
------
made, see the_
©1949. 1953 Stuart Hine Trust, arr. by the author
me do do do
The first chord we've chosen, Em, works as a substitute, because it is the
parallel minor alternative (v) to the original E7 (V7) and shares 3 common tones
with the previous chord, Cmaj7. The following Dm6 is also taken from the parallel
282
minor (iv6) and harmonizes well with the melody. It also works to form an effective
link between the Em and the A due the smooth voice leading between chords. We
have added a tonic pedal note to these chords to further smooth the transition from
these chords back to tonic. The diagram below includes a second staff to illustrate
the voice leading ofCmaj7~Em/A~Dm6/A~A(Figure 14.21).
~
0 Lord my I
••
God. when I in awe-some
..
' won - deI _ _ con - si - deI
... ~ 1+ -------.
___
~
------
q~ ."-L
o' • 0-
I IV
do fa
emaj7 Em/A Dm6/A A
,., J,j +I
:~
all the worlds Thy
.. ..
hands have
~
l11a~
. I see the
II I J,j +I
~ q £T Ii .
- -
(>
Here is our finalized version of our arrangement of the first phrase of How
Great Thou Art. Through the process of explaining why these chords work in place
of the originals, you have become more acquainted with how chords relate and
work in progression. The process of coming up with unique arrangements that also
work will naturally become more intuitive as you merge your theoretical knowledge
with your ears to hone your musical sensibilities (Figure 14.22).
283
I bVIImaj9
do te
Cmaj7 Dm6/A A
.~.~ ~
~
all the worlds Thy hands have made, see the_
Practice Exercises
In the exercise below, you will try your hand at creating a fresh arrangement
of the refrain to How Great Thou Art through chord substitution. The arrangement
below contains aI! the chords transcribed from the original. Using the techniques
discussed thus far, create a new one by omitting chords and adding chords where
necessary, as weI! as substituting new harmonies. Be sure to employ substitution
through third relation, and use modal mixture. In the staff below each measure;
notate the chords so that you are aware of the voice leading between them, when
possible attempt to create progressions with smooth voice leading. Also depict the
new chord progression with a numeric analysis between the staves. Lastly, make
284
sure that the new chords harmonize well with the melody and remember that you
don't need to change every chord. A tasteful arrangement will maintain the integrity
of the original composition while offering something fresh to challenge the listener
(Figure 14.23).
'I J> II
A
- A
.
A9/d D
- - D° 0 E
- - AlE E7
---
,
t r
t
Then sings my soul. my say - ior. God, to Thee; _____ How great Thou
J> II
t
t
, J> fI
E E7
,.
DIE E A
.. -
A A9/d0
- - 0° 0
t ~
art-:-
...
-- how great Thou
6-
art! -- Then sings my soul.
r
my sav-jor. God to
<
101 fI
I
t.
~ J> II
E
t
<
t
tJ
'I J> fI
Thee:------- How great Thou
I
art, - ~
how great Thou art!
t.
285
CHAPTER XV
MODULATION
This final chapter on modulation covers a very crucial topic for the art of
arranging music for a church service. Modulation, which is essentially the art of
changing keys, is a highly useful, yet under-utilized musical technique in modern
worship services. As many music directors desire to craft the music of a service to
flow seamlessly from one element to the next, having the musical skill to transition
between them becomes a very important skill. However, the technique to create a
modulation that changes keys without producing an awkward sensation is not a
simple matter, which is why it eludes many people. As a result, people who aren't
comfortable employing modulation fear their inability to transition to different keys
and often task themselves with creative ways to disguise or avoid it altogether.
Rather than treating key change as an unfortunate speed bump in the worship
service, by learning the art of modulation, one can embrace the musical possibilities
inherent in the process and use the modulation to help foster an uplifting worship
service. Harnessing the powers of modulation can be a very rewarding process,
though Ral ph Turek perhaps has said it more eloquently, "...discovering the secrets
of a particularly beautiful but enigmatic modulation can produce a gratifying sense
that a treasure has been unearthed."xviii
Creating a natural and artistic key change is a goal that has kept music
composers and arrangers busy for a long time and as such, a variety of techniques
have developed, which have proven to work well when employed in the right
manner. The types of approaches vary. Some nearly abandon the idea of a smooth
transition altogether while others demand the composition of complex passages of
music in order to transition the listener from one key to the next. As a result, some
techniques will seem more immediately useful, while others may take a great degree
286
Direct Modulation
This is the classic pop song modulation. It is called direct modulation,
because there is no transitional music involved, the song suddenly continues in a
new key. As there is no transitional material needed to create a direct modulation, a
discussion of how to employ it between songs is irrelevant. Therefore, we will focus
on how this technique is used to change keys in the midst of a song.
Though a direct modulation could happen at any moment and move to any
key, generally a direct modulation will lead to a new key either a semitone or a
whole tone above the initial key. So, a song in the key of Cwill likely modulate up to
Cj:l: or D. The reason for this is because a direct modulation is often employed to
heighten the excitement of a song and "step on the gas," so to speak, for the final
verse or chorus of a song. The raised pitch center causes the singer to sing a little
higher (and perhaps with more fervor). The below example of Everlasting God
shows a simple direct modulation moving from the key of B major to C major in a
repetition of the song's chorus. This modulation is considered direct because the
chorus is simply repeated in a new key without any sort of linking chord to ease the
transition (Figure 15.1).
287
As no chord is used to link the two keys together, arrangers will often use
rhythm to create a transition between keys. Sometimes, when a direct modulation
seems awkward, an arranger will create space between the two keys by inserting
one or more beats of rest to create sonic space between the two sections. For
example, a typical situation would be to have all the pitched instruments (non
percussion instruments) rest while the space is filled in by drums with a drum break
of some kind or merely a snare hit on the last beat of the E chord in the old key.
Another technique might be to use some change in rhythm that builds into the next
key over the last few beats of the old key. For example, a common technique would
be to build into the next key through driving eighth notes for a few beats and
transition back into a more "flowing" rhythm upon reaching the new key. Though
this technique is borderline cliche, it certainly is an effective way to create a more
natural transition in a direct modulation.
Another rhythmic technique sometimes used to facilitate transition is the
addition of beats between keys. Oftentimes, an arranger might add a few extra bars
of musical space to cushion the abrupt change of keys by delaying the key change a
few beats or allowing a few extra beats of the new key before singing to let the new
288
key "settle in". Here, we have a modulation from the key of A major to B major in a
repetition of the chorus of Mighty To Save (Figure 15.2).
con-quered the grave. _ Je-sus con-quered the grm'e. _ Sav-ior, He can move the_
©2006 Hillsong Publishing, arr, by the author
IV I vi V I
fa do fa sol do
This transition seems fairly natural, but if one wanted to add time between the two
phrases, one could simply add a few beats onto the last chord of the first key or onto
the first chord of the next key; though you may find that one produces a more
pleasing result than the other. The first example shows the addition of two beats
(indicated by the 2/4 bar) onto the final E chord for the first phrase. This addition
of time seems to delay the modulation in a fairly natural way that may help to
"cushion" the abruptness of the transition (Figure 15.3).
Figure 15.3 Adding 2 beats to the last chord in the original key:
F~m E - B
However, if you were to add two extra beats ahead of the next phrase in the new
key, you may find the result robs the key change of some potency. Therefore, as you
arrange the music to facilitate a key change, you must keep your ears "on" to ensure
that you are producing the best results in your arrangement.
Adding 2 beats to the first chord in the new key (Figure 15.4):
289
290
~i 2' I
7
2
7
Z
7
I 27 2
7
Z
7
I
7
~~ 2
7
Z
7
2
7
Z
7
I 27 I
7
2
7
Z
7
IV I V vi / iii IV I V vi
fa do sol la / mi fa do sol la
When one uses a pivot chord to modulate to a closely related key in the
middle of a song, careful attention must be placed on how this affects the melody.
The reason here is that the new key will cause a leap up or down in the melody's
tessitura (or range). If the leap were very large, one could risk losing the
participation of an unprepared singing congregation. This common chord
modulation uses a pivot chord to bridge the keys of A and E for a repeat ofthe
chorus of Mighty To Save in a new key (E is the pivot chord). However, the jump in
tessitura here is so large that it would most likely shock a congregation out of
singing - ifthey could even sing in that range it all (Figure 15.7).
vi V I V
la sol do sol
291
for the glo-ry_ of the ris-en_ King _ _ Ev try one needs com-pas-
©2006 Hillsong Publishing, arr. by the author
IV I V IV
fa do sol fa
In this example, the modulation of these two keys is cushioned by the A chord on the
word "King". It is a V chord in the key of D, but tonic in the key of A. This
commonality allows the song to pivot smoothly to the next key.
292
The pivot chord may also be used between songs of differing keys when one
desires a seamless musical transition from one song to the next. In these cases, a
song can segue immediately into the next one or a transition can be facilitated by a
musical interlude. If the final chord of a song begins with the first chord of the next
key, then this chord can be used as the pivot chord and no other chords need be
added.
If a pivot chord modulation were to be created between Blessed Be Your
Name in B major and Here I Am To Worship in E major, then the E major chord links
the two keys as it is both the IV chord in B and the tonic in E (Figure 15.9).
Figure 15.9 Blessed be Your Name - Matt & Beth Redman / Here I Am to Worship-
Tim Hughes
B F# G#m F#
I V vi V
do sol la sol
E E 13 r#m
However, if Blessed Be Your Name were sung in another key instead, like A major,
then the final IV chord (D) couldn't be used as a pivot chord since it is not in the key
of E. However, an A major triad is shared between the keys; it is I in A major and IV
in E major (Figure 15.10).
293
Figure 15.10 Blessed be Your Name - Matt & Beth Redman / Here I Am to Worship
- Tim Hughes
D A E F~m E
IV
fa
name of_the_Lord, _ _ bless-ed be Your
I
do
V
sol
glo - ri - ous_namc._
vi
la
V
sol
D A E 13 r~m
~_~~,Jf~I//i'i'_
Light of the world, yon stepped down in - to dark - ness,
©2002 ThankYou Music/©2002 ThankYou Music, arr. by the author
IV I I V ii
fa do do sol re
, C
• I
do
Common tones on the root:
C Cm Ab Am F Fm
~ ... 1 ~l
~~ q~l
I &1
root root root third third fifth fifth
do do do mi me sol sol
Common tones on the third:
E Em C dm 1\ Am
~ •
third
II
root
~I
root
I
third
#11
third
HI
fifth
til
fifth
mi do do mi me sol sol
Common tones on the fifth:
G Gm Eb Em C Cm
~ •
fifth
I
root
~I
root
~~I
third
~~I
third
t
fifth
~t
fifth
sol do do mi me sol sol
Figure 15.12 In Christ Alone - Keith Getty & Stuart Townend / 0 Praise Him -
David Crowder
G DiF# Em A D Bb2
Chromatic Modulation
Other than direct modulation, every modulation technique discussed thus far
has used some form of diatonic "link" between two different key areas to facilitate a
smooth musical transition. However, this is not the only way to create a musical
transition between keys. Rather than using diatonic similarities to link keys
together, the remaining types of modulation employ some type of chromatic shift in
harmony that will steer the progression towards a new key.
Chromatic modulation uses secondary dominants to direct a chord
progression to a new key. As we found in Chapter XII, a secondary dominant is a
major chord taken from the dominant scale degree of a different key, but until now
296
we have not seen songs that stay in the new key after a secondary dominant is used.
The below example shows how Keith & Krystyn Getty's 2006 recording of In Christ
Alone shows how chromatic modulation may be effectively used even in the midst of
a song. In the 3rd stanza, Keith Getty employed a secondary dominant to raise the
key from Cmajor to Db major (Figure 15.13).
~£ ,
~ ~ ~. is
!j £
There in the ground His bo - dy lay, light of the world by dark ness
~ ~~hl'~~ ,
~ £ ~
!j
J J
slain. Then burst - ing forth in glor-ious day, up from the
This modulation works particularly well because the notes being sung on the
word "bursting" over the secondary dominant Ab7 are both in the original key and
the new key. This C natural is the tonic in Cmajor and the leading tone in Db major,
furthermore it is the third of the Ab major chord. Whereas other secondary
dominants might not have common tones with the original key, this helps create a
rather delightful moment in this arrangement. Needless to say, it is very
appropriate to raise the pitch center over the verse that says, "He rose again." The
one thing that could make this transition awkward is the fact that two of the notes
over the words, "Then burst-" were changed from their original pitches. However,
this alteration is trivial enough that it makes employing such a modulation well
297
worthwhile. For comparison, see the third stanza without a key change or altered
melody (Figure 15.14).
Figure 15.14
Gsus G F C F G CE F CiEDm G
slain. Then burst-ing forth in glor-ious day, up from the grave He rose a - gain. And as He
~IZIZ~ ~
4 Z
7
I
7
2
7
II
7
I
7
I
7
II
7
Z
7
I
7
I2
7
I
7
I
7
I Z
7
I
7
I
7
Eb m7 Gb Ab7sus4 A7 D
4~,;~ z7 I
7
I
7
I2 7 1
7
1
7
11~b~~'i~
'i
Dm7 G7S11S4 c
Enharmonic Modulation
Enharmonic modulation is a form of modulation wherein a given chord acts
as a pivot point modulating to a key where the chord is only common to each key
through an enharmonic respelling of the chord's notes. Though instances where
this kind of chord relationship can occur is limited, enharmonic modulation offers
possibilities for a smooth modulation to radically different keys which would have
been otherwise difficult to transition to. The chords that offer the most potential
here are chords that contain intervallic symmetry, such as fully diminished seventh
chords and augmented triads, however dominant seventh chords can offer some
possibilities as well. We will discuss the application of each type below.
~J
1 &1
A~ G#
F F
D D
B B
The fully diminished seventh chord contains four tones, which are separated
by a minor 3rd . Due to the symmetry of the fully diminished seventh, the chord may
be respelled through enharmonic equivalence so that a new chord may be built from
300
each of the four tones of the chord. We already found that the Bo7 is viio7 in the key
of C, while a simple respelling results in a viio7 in the key of A. Furthermore
changing the B to a C~ results in a Do7 (key of E~). Changing A~ to Gj:j: and F to Ej:j:
results in an Ej:j:°7 (key of Fj:j:). Therefore a single fully diminished seventh chord
may be reinterpreted in four different keys (Figure 15.18).
iv7 V7 viio7 iv
do fa sol tf do fa sol sf / tf do
If composing such a chord progression does not seem too out of reach, the
greater challenge will lie in employing such a technique in the context of a worship
service where one attempts to create a seamless flow of music from one song to the
next. Let us attempt modulation between two songs using these same keys.
Awesome God by Rich Mullins could utilize an enharmonic modulation to transition
from the key of C minor to Mfghty To Save (in A) by taking a Bo7 and respelling it as
a G#o7. In the example below, the G#o7 is used as part of an ending "tag" of the last
line of the song that is used as a modulatory passage that transitions to the following
key (Figure 15.20).
Figure 15.20 Awesome God - Rich Mullins / Mighty to Save - Reuben Morgan &
Ben Fielding
A~ E~ Fm7 G7 em
wis dom,_ pow'r and love, our God is an awe - some God. Our
~VI ~lll iv7 V7 i
Ie me fa sol do
Fm7 G7 G#07 ASl1s4 A D
4~"!~~-~~
God is an awe - some God. _ _ Ev 'ry one needs com-pas-
Augmented Applications
Like the fully-diminished seventh chord, the augmented triad is symmetrical,
yielding possible enharmonic spellings. Each augmented triad can be respelled
enharmonically, which will allow for different possible resolutions. If we recall our
discussion of augmented triads from Chapter VIII, we will remember that the
augmented triad has a dissonant augmented fifth, which has a tendency to resolve
either up or down. For example, a C+ (spelled C-E-G#) could resolve to a C major
triad if the fifth were to descend by a half step, or Am, F, or Fm triads if the fifth were
to move up by half step.
Under enharmonic modulation, the symmetrical augmented triad may be
respelled into two other augmented triads. A respelling of the triad creates a new
root and thus a new fifth with two other possible resolutions. Thus, with
enharmonic respelling, there are 6 possible resolutions for one collection oftones
that form a single augmented triad (Figure 15.21).
It ~l [Ii
E+ E dm
1,1 I, 1'1 I, ~i
303
40 Of course modal borrowing would yield even more key areas. But for the sake of simplicity, the
options have been restricted to chords diatonic to the resulting key with the exception of the V in
minor, which though it isn't diatonic, is a common modally borrowed chord to be included.
41 In this instance, the enharmonic respelling of C+ to G#+ is respelled further to A~+ in order to avoid
the rarely notated keys of G#, E#m, A#, 0#, and B#m.
304
progression of the song, which uses this chord, we can utilize this as a framework
for our modulatory passage moving from the key of Gto Eb.
Below we have an example of the unaltered version of the verse's chord
progression for Let My Words Be Few (G-7G+-7 Em/G-7C) followed by the
modulatory section based on the prior chord progression (G-7 Eb+ IG-7Cm/G-7 Ab).
At the second approach of the augmented chord, the Dj:j: has been respelled to its
enharmonic equivalent Eb. Respelled in root position, this new triad would be Eb-
G-B, an Eb+ triad. Because the new fifth of the chord is B, its most natural
tendency would be to move up a half step to C, just as the Dj:j: of the G+ chord moved
to E. The subsequent chord would be a Cm/G triad instead of Em/G. Since the
Em/G was a vi chord in G, Cm/G could be vi chord as well, but in the new key (Eb).
Following suit with a natural unfolding ofthe progression (I -7 1+ -7vi -7 IV), the next
chord would be the IV in Eb, thus Ab. Now, solidly in the key of Eb, IV can resolve
back to I and begin the next song in the new key (Figure 15.22)
4! U
"IT
Ii!
"IT
ij
"IT
bj
I 1+ vij3 IV
do do do fa
G E~+/G Cm/G A~ E~
4! U
"IT
MJ"IT
I~3
"IT
I~I)§
be-
1m
I bVI+ 13 I 1+/3 vij5 IV I
do do I mi mi fa do
The next song could be any that may be played in the key of Eb, but we have
chosen one with a similar tempo, Chris Tomlin's We Fall Down. Here, we have this
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modulation bridging these two very different keys in a fairly seamless fashion. In
order to make this modulation feel as natural as possible, it often helps to provide a
melody (either sung or played on an instrument) to lead people through the key
change. This helps ground the listener in something familiar as the harmony
wanders into unfamiliar territory. The solution below uses the melody of Let My
Words Be Few, but after it reaches the Eb+ it must continue on in the new key for it
to fit with the harmony. Thus, halfway through the 2 nd bar of the modulation on the
Eb+, the melody switches to the same melody transposed a M3 below (Figure
15.23).
Figure 15.23 Let My Words be Few - Matt & Beth Redman / We Fall Down - Chris
Tomlin
G G+ Em/G C
I 1+ vi/3 IV
do do do fa
G CmiG E~
We fall _ down, _ we
©zooo Thankyou Music/©1998 worshiptogether.com songs, arr. by the author
I bVI+/3/ 1+/3 iv/5 IV I
do do / mi mi fa do
Tritone Substitution
A modulation may be achieved through a respelling of the dominant
seventh's tritone - the diminished fifth interval between the chord's third and
seventh tones. For instance, the third and seventh of a V7 in the key of A major (E7)
is G# and D, respectively. These tones may be respelled as D and Ab, which make up
the third and seventh of a Bb7 chord (Bb-D-F-Ab). As each chord contains at
least two common tones, they are able to substitute for each other and modulate to
their respective keys. Thus, E7, dominant seventh in the key of A, may be used to
modulate to the key of Eb (whose dominant seventh is a Bb7). Likewise, a Bb7 chord
may be used to substitute for the V7 chord in the key of A (E7). Ifthe altered
dominant chord, 7b5, is used, this provides a smoother resolution, since the b5 is the
tonic in the next key (Figure 15.24).
V7 V7
The theory used to explain this principle may seem involved, but the result
can be summed up with a simple rule. A V7 chord may resolve down by one half
step to a tonic, whose key is a tritone away. The arrangement below uses this
technique to create modulation between two distantly related keys, A and Eb
(Figure 15.25).
307
Figure 15.25 Mighty to Save - Reuben Morgan & Ben Fielding / We Fall Down-
Chris Tomlin
D A F~m E E E7(~5)
IV I vi V V V7(~5)
fa do la sol sol sol
E~ E~ B~ em
Augmented Sixth
Another enharmonic modulation may be achieved by renaming the dominant
seventh chords seventh tone. For example, a G7 (G-B-D-F) may have its 7th
respelled to E# to create the interval of an augmented sixth (enharmonic to a m7).
The resulting G(#6) (G-B-D-E#) finds its application not in the key ofC, but as a
German Augmented sixth chord in the key of B (Figure 15.26).
, .
G7 G(#6)
I ~
V7 Ger+6
308
42 These fanciful names find their history in development of western European classical music and
though their names seem to imply certain regional origins, there is no historical evidence for this.
309
fi
I
Ie
-&
vi
I~ ~
V V7 / Ger+6 1/5 V I
do la sol sol/Ie sol sol do
Figure 15.29 Hungry - Kathryn Scott / Blessed Be Your Name - Matt & Beth
Redman
C Fmaj7 C Am
_t,
G G7 B
You may have noticed that as we have progressed through the chapter, the
modulation techniques have become seemingly more obscure in the context of
popular music; and in order to keep the flow of the music sounding natural during
modulation, more attention is needed to the manner in which the techniques are
employed. Perhaps, you have also determined that though the above techniques are
indeed possibilities, the musical result may seem so alien to the nature of a given
song that they are not pleasing enough to be used practically in a worship service.
The fact is that these techniques have developed in the western classical
tradition that embraces dissonance and harmonic development to a much greater
degree than contemporary popular music which - its harmony being largely
diatonic - is relatively devoid of much dissonance or harmonic complexity. Thus it
poses a challenge to the music arranger to employ these techniques that rely on
more complex harmonic progressions, in order to build a natural bridge between
two very different key areas that doesn't seem overly dissonant with respect to the
context of the song. 43
Whenever a modulation is employed, a momentary sensation of dissonance
is experienced, even if only consonant triads are present, because the introduction
of a new key disrupts the established tonal landscape. These dissonances may be
the result of a dissonant chord used to facilitate modulation or by the sheer
43 From here forth, the term dissonance is used in a more general fashion than discussed previously.
It is used to explain a sensation of harmonic tension that may be the result of dissonant intervals
created through a close linear juxtaposition - as when two different key areas are placed in proximity
to each other - in addition to the simultaneous sounding of tones to create dissonance.
311
juxtaposition of two different key areas, or both. Excepting the natural inclination
(and indeed purpose) of the direct modulation to disrupt a harmonic flow by
suddenly interjecting a new key, the art of modulation lies largely in the ability to
effectively smooth over such dissonances to create a modulation that seems less
unsettling.
In the final section of this chapter, we will discuss more in depth, how one
may tailor an arrangement to sound as natural as possible within the context of the
music, so that an attempted modulation, whose purpose it is to facilitate transition
between different key areas, avoids becoming self-defeating by not providing a
convincing musical context wherein these differing keys are placed together. We
will do so, by taking a closer look at the processes employed in several of the above
examples, despite their apparent effectiveness or lack thereof, to create natural
modulation.
2) Rhythm: Rhythm plays a large role in how much a given harmony is noticed.
Generally, longer notes receive more attention than shorter ones simply by
virtue that the listener has more time to dwell on them. Furthermore, meter,
which is a facet of rhythm, has an inherent ebb and flow to it that gives
natural emphasis to some beats over others. In general, "strong beats" (1 & 3
in common or 4/4 time) have more metric weight than "weak beats" (2 & 4).
However, this flow of strong-weak-strong-weak is not attached merely
to a quarter note pulse. As we saw in Chapter V, this metric hierarchy is also
carried over to lower subdivisions of the beat where the 1st and 3 rd divisions
are felt more strongly than the 2 nd and 4th , as with the first and third notes in
a string of four 16th notes. Thus, what beats are determined to be weak vs.
strong are relative to what level of the hierarchy you are examining. If
chords were changing at a general rate of whole notes, or 1 per measure,
then the 1 st and 3 rd measures would be the strong beats. And if chords were
to change at a rate of half notes, then the 1st beat would be strong while the
3rd would be weak. This pattern follows through to the shortest divisions of
the beat (Figure 15.30).
Therefore, to help smooth over dissonance through metric de-
emphasis, a pivot chord is often placed on a relatively weak beat. It is no
coincidence that each arrangement places the pivot chord on a weaker beat,
each on its own relative terms. In the case of Awesome God, the dissonant
G#o7 was placed on the 4 th beat of the measure, since the chords in that
moment were moving at a quarter note speed. By contrast, Let My Words Be
Few has the pivot chord (Eb+) on the first beat of the 2 nd measure, but this is
still a weak position relative to the other chords, which move at the rate of
whole notes. Likewise, the Ger+6 chord (spelled as a G7) in the arrangement
with Hungry and Blessed Be Your Name is on the third beat of the measure
and since the chords are moving at a rate of every two beats, this chord is on
a relatively weak beat.
314
I ..
Weak
s w
s wsw s wsw
swswswswswswswsw
Practice Exercises
In the following exercise, write a common chord modulation between the
two songs. Insert the chord on the measure where no chord symbol is present. Use
a dominant seventh (Figure 15.31).
Figure 15.31 Holy, Holy, Holy - John Dykes & Reginald Heber / Let My Words be
Few - Matt & Beth Redman
D D;'F~ D7:F~ G D Em!G ASllsll D
~ II~ -
Write a common tone modulation. Indicate what tone is common to the final
chord of the first song and the first chord of the next song (Figure 15.32).
Figure 15.32 Mighty To Save - Reuben Morgan & Ben Fielding / We Fall Down -
Chris Tomlin
C G Em D
con - quered the grave._ .Ie - sus con - quered the grave. _
l'
Write a chromatic modulation using two chords to link the two songs. The
first chord should be a common chord, while the next chord should be chromatic to
the first key but diatonic to the second (Figure 15.33)
317
Figure 15.33 How Great is Our God - Chris Tomlin, Jesse Reeves, & Ed Cash j You
are My King (Amazing Love) - Billy Foote
F G C
Figure 15.341 Stand in Awe - Mark Altrogge j More Love, More Power - Jude Del
Hierro
I3 sus 137 Cmaj7 dm7(~5) Am7 D C/G G
Figure 15.35 Lead Me to the Cross - Brooke Fraser / God Of Wonders - Marc Byrd
& Steve Hindalong
A Em9 G A Bm A G
Figure 15.36) Mighty to Save - Reuben Morgan & Ben Fielding / My Redeemer
Lives - Reuben Morgan
B~ F Dm C DIll
~.
He know He's res - cued my soul. _
APPENDIX
COMPARATIVE COMMENTARY
1) Gaining an adequate familiarity with the various notational styles used in the
church.
320
3) Learning chord theory from basic triads, extended chords and their practical
applications, and chromaticism in popular music.
4) Learning advanced theoretical applications towards an understanding of
how to arrange music for a contemporary worship service including: a
fundamental understanding of chord progression in a popular music context,
chord substitution, and modulation.
harmonic structure through which to accompany that melody; lead sheets are
generally devoid of the many other specific performance indicators that
characterize standard notation. Ralph Turek says this of lead sheets, "The
keyboardist or guitarist interprets the chord symbols and improvises an
appropriate accompaniment based on them. The style is up to the player-it can be
varied to suit the purposes of the group."xix
Thus process of translation of notated musical ideas to performance is quite
different from traditional music notation, where the player is generally expected to
execute the more definitive written notation with a much higher degree of precision.
The musical improvisations of the performer are, in turn, more confined to the
subtlety of expression of those specific ideas and do not require major rhythmic,
harmonic, or melodic compositional decisions to the same degree that performers
utilizing a lead sheet are forced to do.
Though it is usually a purpose of the theory pedagogue to instruct the
student to apply theory and notation towards an understanding of how to interpret,
analyze, and compose in a musical style or set of styles (but style is inherently vague
in the form of lead sheets and subjective to the performer), my theory method,
because it utilizes such notation and thus places so much interpretive responsibility
on the shoulders of the reader, must accommodate this deliberate vagueness. The
interpretation, analysis, and composition of the music depends on fewer elements
(fewer performance instructions specified), meaning that the analysis of this music
is restricted to relative basics, its interpretation of notation is largely subjective, and
its composition generally mirrors such generalities. Therefore the method of
pedagogy inevitably must exclude certain concepts in its course, concepts that may
pervade an institution of classical training intended to aid a musician in the more
precise execution of the more precise style, for the purpose of upholding the nature
of the repertoire in its interpretive freedom.
If execution of the traditional style (or set of styles) were a major goal of this
text, then a more specific form of notation would be necessary to supplement the
322
lead sheet (indeed this is case in a few instances throughout the text). However, it
would be beyond the scope of this book to provide the reader with an examination
of the nearly limitless interpretive possibilities allowed by the notation and
acceptable within the repertoire. Certainly, some stylistic boundaries are imposed
in order to allow for a more contextual application of theoretical principles and give
the reader a general sense of what is most commonly employed and thus provide
the context for which more unusual elements are possible. But these are primarily
harmonic considerations. It is typical of the genre to be harmonically and
melodically restrictive while rhythm is allowed much more freedom through
interpretation. For the most part, it is assumed that the reader is to "realize" the
repertoire with a high degree of improvisatory liberty while upholding what
specified elements are provided in the notation and what specific theoretical
concept their attention is being drawn to in that instance.
As mentioned, this aspect of the music and its notation determines that some
concepts will be left out of the text or at least under emphasized compared to some
of the other methods. For instance, in Part I, where notation and theory
fundamentals are discussed, a less comprehensive emphasis is placed on reading
and writing notation. C clefs are entirely omitted due to the fact that they are not
found in lead sheet notation, which uses the treble clef only, or standard hymn
arrangements, which are notated on a grand staff. Also, notation of complex
rhythmic note groupings such as quintuplets, septuplets, etc. is omitted because
these rhythms are rarely found (if it all) in the repertoire. The purpose of the text in
Chapter 3 (rhythm fundamentals) is to cultivate a "rhythmic awareness" in the
musician who has never thought analytically about rhythm and provide the basic
tools with which to notate the rhythms of the melodies specified in notation.
The other points where my text diverges from the other three on these terms
are many and will be discussed as the need arises throughout the remainder of this
commentary. It should become apparent that the motive of my text is, as stated in
my thesis statement, lito assert a more focused and practical tool for theory
323
pedagogy than those currently available to bridge the 'theory gap' between
contemporary church musicians and the 'classically trained' academic world". Thus,
in a sense, the bridge this method creates does not serve to replace what attempts
other texts have made, but to close the gap where they have fallen short in
addressing the perspective and needs of this specific demographic of music
professionals. It does not serve as a fully comprehensive method on the terms of the
academic world. Certain, very important concepts, like voice leading and part-
writing are hinted at. This commentary services to analyze my work in light of three
others, to show where mine surpasses the attempts of the others and where and
why my method works similarly to one or more of the other methods.
Preface
What is Music Theory and Why Do We Use It?
It seems that most theory texts, including the three in question, contain some
sort of theory apologetic that serves to justify the study of theory if not merely its
very existence.xx My text is no exception and due to the seemingly large amount of
skeptics in the realm of popular music and the contemporary church, I offer a
considerable portion of the introduction to addressing this issue alone. I believe
that my arguments are more effective for a church musician reader as I address
issues specifically pertaining to their vocation: how music theory is helpful to them
and how those who would criticize the study of theory are misguided in their
assumptions.
partner, and to persevere. Also the included materials & study resources offered by
my text are more modest and do not require the extensive explanations given in the
other books.
Notation
What is music?
This question is not asked in any of the three other texts. Though the answer
is undoubtedly taken for granted, I believe that discussing it in light of what music
theory attempts to do helps to set the boundaries through which theory can operate.
This may be helpful to a student who may have no exposure to analytical thinking
about music, understanding what approach music theory must take towards an
understanding of music.
There seems to be an assumption in the Sorce and Turek texts that the
reader of the book has prior knowledge of the fundamentals of theory, perhaps
rendering such a question naIve. xxii However, I take it as a priori that the reader of
my text is not only unfamiliar with theory and its purposes, but is skeptical of its
practicality.
What is Notation?
Though the other texts do discuss how to read staff notation, they do not
bother to ask the questions: What is notation? Is it necessary? The other texts
assume that their reader is not preoccupied with these questions. Sorce's text says,
"It is assumed that the reader of this text has already had at least a minimum of
musical training and that he or she possesses a rudimentary knowledge of the
principles of music theory."xxiii However, to engage specifically the perspective of
musicians in popular music, many of which possess no such knowledge or training
and may in fact pride themselves on their accomplishments apart from such training
or their ability to "play by ear", one must also generate an apologetic for music
notation as much as music theory. Though Turek too assumes that the reader has
325
prior exposure and training in notation and theory fundamentals, he does admit,
"The landscape of rock and popular music is littered with tales of people with little
or no musical training... "xxiv
Lead Sheet
I have made the lead sheet the standard for my text for several reasons,
unlike the other texts that only include occasional lead sheet examples. The primary
reason for this is a majority of churches employ this style. Though the statistics of
the CCLI survey in 2009 indicate that chord sheets are more popular, the lead sheet
is preferred because it carries all the same information of a chord sheet in a similar
layout, but also contains a melody, lending itself to more precise depiction of
theoretical concepts. I believe it provides an adequate "middle ground" between the
staff-notation-dominated academic sphere and the largely musically illiterate
contemporary church.
326
Tablature (TAB)
Tablature is used extensively in Parts I & II, where the specific realization of
individual pitches and chords is the focus and is used only where needed in Part III.
Tablature is provided as supplemental to the staff notation, in order to aid guitarists,
who are less often trained in reading staff notation than other instrumentalists.
Once again, this is an effort to address my specific audience. The same 2009 CCLl
survey indicated that 76.78% of churches primarily use a rhythm section consisting
of guitars, bass, and drums xxvii, types of musicians who rely more on their ears as
opposed to notated music.
Fundamentals of Pitch
The Octave
I believe that a short introduction to acoustics is important to set the context
for a discussion of musical fundamentals, especially for concepts like the octave. A
discussion of the octave and octave equivalence is needed to provide the basis for
notes, scales, keys, and intervals and such things have little meaning and are difficult
to comprehend apart from the scientific properties that define them. Thus, I begin
my discussion of pitch much in the same way as Turek and Sorce do XXYiii , with a short
discussion of sound waves and vibrations, but go into more detail in order to explain
octave equivalence, something they neglect. Clendenning and Marvin mention the
principle of octave equivalence in terms of its notational/theoretical implications,
but do not explain its source in acoustics. In fact, the subject is avoided
altogether. xxix
being overwhelming to the student unfamiliar with notation and who only
possesses the most rudimentary knowledge of pitch.
Steps
Rhythm
The Beat
Like Clendenning & Marvinxxx, my chapter on rhythm at the beginning
discusses rhythm in more general terms of the beat or pulse, drawing the reader
into a realm of familiarity where they can take what concepts they already perceive
about musical rhythm and later attach vocabulary and notational symbols to their
meaning. The other texts delve right into notation and beat divisions without giving
the reader adequate time to conceptualize theoretical ideas surrounding rhythm. xxxi
As I state in my introduction, rhythm is an aspect of music that is often mastered by
329
musicians without any theoretical background. Therefore, care must be taken when
addressing such musicians to allow them to learn the basics of rhythm from a
theoretical/notational perspective without making them feel as if they are wasting
their time on matters they already know. Therefore, I believe it is advantageous to
ease the reader into a discussion of the notation of rhythm by addressing the subject
using terms with which they are familiar, i.e. apart from theoretical vocabulary or
notation.
• Solfege in Major
As with the Clendenning & Marvin text,xli I include the teaching of solfege
to take advantage of the chapter on scales and key for instruction in basic ear
training. Both Sorce and Turek avoid covering the subject (Turek only goes so
far as to mention it with historical reference to the early theory didactics of
Guido.xlii ) This may be due to an attempt to limit the scope of their book to teach
334
theory & analysis separately from the daunting subject of ear training, though
Turek does attempt to engage the theoretical ear of the reader through the audio
examples included on the accompanying CD-ROM. I do not claim in my text to
provide a comprehensive, or for that matter adequate, course of ear training,
though I include an introduction to solfege, as Clendenning & Marvin do, towards
the student's acquisition of aural skills in theory. The extent that it is present
helps to encourage the student to use their voice and ears as they learn and
apply theory and to seek a deeper program of study in ear training.
signatures, as it is often used. xliii In this section they show how it organizes keys with
regard to pitch content, devoting the necessary attention to this fact for the purpose
ofteaching key signatures. Ralph Turek's approach is similar in this regard as
well. xliv Ralph Sorce's method is slightly different in the respect that, though he
relates it to key signatures, it is only presented as a subheading under the topic of
key signature and his text contains little information other than this larger
organizational scheme to help draw the reader's attention to its significance. In fact,
he dovetails his circle of fifths discussion with a note on the keys' relationships by
tetrachords. x1v However much this relationship is a reality, I believe that it doesn't
exhibit the economy of information needed to sustain a reader's interest. By using
this approach, he is forced to explain the new vocabulary oftetrachord, including its
meaning, origin, and intervallic construction, and then show how many of them can
be laid out linearly and uninterrupted to form a chain of diatonic scales that are fifth
related. He also is forced to use several pages of diagrams to illustrate his point.
The other texts, including mine, don't bother with this unnecessarily protracted
method.
Where my text deviates largely from all three of the other methods is with
respect to the fact that, through mere omission, I do not emphasize the need to learn
and memorize all the key signatures. The circle of fifths is explained as a reference
tool for one to consult in order to determine a key's signature, but I do not present
this as its purpose. Rather, I draw the focus directly to the fact that it illustrates
what keys share similar pitch content. This is organized under my larger
subheading of "Key Relations", I make this the thrust of the discussion because it
points the reader's attention to the later chapters on modulation, which being a
technique of song arranging (indeed one of the larger subjects of this method) it
places more value on the circle of fifths as an aid in very advanced and practical
theoretical techniques rather than a mere occasion for learning key signatures.
336
Intervals
Numeric Value
Each of the three authors approaches this topic in a very similar fashion.
Though Turek uses similar nomenclature as myself ("Numeric Value"), Sorce uses
the term "Interval Distance" and Clendenning & Marvin name it "generic-pitch-
interval".xlvi Despite this variance in vocabulary, each one offers the simple
explanation that the interval's quantitative qualifier is measured by the numeric
distance created between the note names.
Interval Quality
Interestingly, all three texts use very different techniques for explaining how
to determine the quality of an interval. Though each approaches augmented and
diminished intervals similarly, by explaining them as a chromatic raising or
lowering of a perfect, major, or minor interval, the methods for determining perfect,
major, or minor are not shared. Turek's model, which is probably the most novel,
provides a system whereby one determines the quality of interval by examining
how many steps are contained in the diatonic scale spanning the space of the given
interval and by checking these findings against a prescribed set of rules (which are
obviously meant to be memorized) the quality is made apparenUlvii As unique as
this system is, I don't believe it provides the best solution. The problem here is
again one of economy. On the surface it may seem that this provides a simple
solution, minimizing the effort of the student in determining the interval, but in fact
it creates more work by forcing the student to memorize this more complex system
of determination and doesn't avoid the necessity of the individual to memorize the
diatonic pattern of whole and half steps, which is central to all three of the methods.
The only possible step that it cuts out is the need to have minor scales in mind
during the process, yet the total mental processes and memorization required make
this the least efficient process for the student to determine interval quality.
337
Tips
Since the audience that I am addressing in my text is far more specific than
those addressed in the other books, I am afforded a much higher degree of freedom
to provide examples for the practical application of the material. In my text, I take
the opportunity in this chapter to give a context for how intervals may be
specifically employed in the context of a worship service that helps to give the study
of them meaning beyond that of being a simple prerequisite to more advanced
techniques. Here, perfect, major, and minor intervals are shown to be tools for the
harmonization of a given melody or bass line for both instrumental accompanists
and accompanying vocalists. Also, in this chapter I provide many other helpful
teaching opportunities that are missing from the other texts including ear training
exercises and a discussion of transposition that are both tailored to the context of
the church musician.
Diatonic Triads
Though much of the material I discuss in this chapter parallels much in the
other texts, especially those of Clendenning & Marvin and Sorce, my goals for the
student reading this chapter differ in a number of respects. Based on the material
covered and its emphases, as well as the examples given, it seems that the purpose
of the material given by each of the other authors is to equip the student to
recognize and analyze triadic (and in some cases seventh) harmonies present in
classical and modern scores as well as point to a later discussion of harmonic
progression. In essence, the directive of each method is for the practical purpose of
score analysis. Following an initial discussion of the intervallic makeup of the four
types of triads, the examples given by the author are for the purpose of identifying
and analyzing triads in a musical composition. Clendenning & Marvin do this with a
Chaconne by Handel,l Sorce does not use any repertoire examples, but proceeds less
practically through abstract triad notations,H and Turek does this primarily through
a keyboard arrangement of a folk tune, but later with a reduction of a composition
339
In terms of content, my text doesn't cover as much ground as the other texts
so that more can be devoted to ear training and practical application of the material.
Clendenning & Marvin move past the material present to include a discussion on
triad inversion, figured bass, seventh chords, and Roman numeral analysis. liii I
address all of these topics in subsequent chapters with the exception of figured bass,
which though didactically helpful, is a practice irrelevant to the context of my
intended audience. Therefore, in the spirit of practicality, it has been omitted from
my text. Unlike Clendenning & Marvin, Sorce covers diatonic triad harmonization in
a modal context, another topic I have omitted for similar reasons. He goes on to
cover inversion, a helpful note on note-spacing (though not pertinent enough to the
purposes of my book to be included), figured bass, a practical segment on
identifying spread-position triads (once again, as this concerns more the analysis of
scores, I have left it out), and concludes with a discussion of the chord symbol
notation found in popular music styles (a topic I cover in depth throughout my
text).liv Turek's chapter is less comprehensive in scope and after his discussion of
basic triads includes inversion as well and seventh chords. lv
Four-Note Chords
At this point, my method takes a makes a marked departure from the other
texts in the manner in which I have chosen to cover these concepts. I have decided
that in order to create the most coherence with the previous material towards the
purposes of my text, it is important to structure the content of this chapter so that I
include all the diatonic forms of seventh harmony along with the other triad-based
four-note diatonic collections. Having established triadic harmony based on its
origins in the diatonic scale, the next logical step is to introduce the 7th tone a third
above. This is what most all the other methods do. However, neither of them gives
a thorough treatment to chords that involve the other 3 diatonic tones as in "add"
and "sus" chords and at least not in the musical context in which they are
understood in popular music.
341
The other texts mention these kinds of chords only peripherally or in the
context of some contrapuntal devices (as in suspensions). This is due largely to the
historical context wherein these harmonies arise. However, framing these chords in
the context of seventh chords makes logical since from the standpoint of the popular
musician, who has no notion of the historical development of this harmony and
whose usage of such harmonies are not restricted to instances of counterpoint.
These harmonies are not uncommon relative to seventh chords as they are often
treated in most other theory methods with reference to common practice harmony.
Their presence in the repertoire of popular music is far more common, comparable
to the seventh chord. Furthermore, suspended chords are not confined to
counterpoint (thought they can be used this way, as when a sus4 chord resolves to a
triad), but are often played as static harmonies demanding no resolution.
from the original spelling.J viii For example, a Cmaj9(#11) could be spelled as a
Gmaj7 Ie. Though, in theory, this changes the tonal center of the chord, it does make
for a more expedited notation that has its benefits for sight-reading. I do not cover
this topic in this chapter, but do address it in Chapter 12.
Another notable instance where my text diverges from that of Sorce is how I
do not place as much emphasis on all the possible chromatic permutations of a given
chord. My method is to simply show that such alterations can occur, often for the
reason of avoiding a dissonance, but sometimes to simply bring out other harmonic
possibilities. I think that since so many possible harmonic combinations exist, it
better serves the point of teaching to guide the student towards self-discovery in
this realm rather than inundating them with examples that could needlessly
overwhelm a student. Therefore, thoroughness ought to give way to brevity,
especially considering that most of these harmonies are never specified in the
repertoire and are mere theoretical possibilities. Lastly, Sorce discusses some
principles surrounding the proper voice leading of these chords, but as has been
mentioned, voice leading and part writing are beyond the scope of this book.
Slash Chords
There is a marked difference between my discourse on chord inversion and
those of the other texts. Primarily, this is not a difference in purpose rather the
particular mode that attains that purpose. For these authors, the main purpose for
this discussion is seemingly to teach the student to identify a chord inversion when
it is indicated on a score and to elucidate the purposes or uses for those various
inversions. My text does the same thing, however, for the church musician, the
application of these principles is slightly different. With the more conventional
model, assumed by the other texts, the method of application is primarily
descriptive - that is to identifyIdescribe an existing voicing of a chord, making the
concept a posteriori to the composition and not critical to the actualization of the
music. Whereas, for the church musician, whose relationship to the notation (lead
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sheet) is, in a sense, more dynamic - where the specificity of the composition is an
extrapolation of a hypothetical written generalized ideal, the method of application
of such an ideal is prescriptive (for the performer) - that is the concept comes a
priori to the composition and, in theory, shapes the actualization of the composition.
This distinction is subtle, since both models stem from the relationship between the
theoretical and actual. The difference is ontological. It thus has the power to shape
the musician's entire relationship with the music and utilization of theory.
Therefore, such considerations yield less attention to actual rendering of the
sonorities in notation or guitar tablature and more attention is placed on the simple
theoretical concept. Specificity in this regard could only go so far, as it is assumed
that the reader's application of concepts will be in an ensemble situation where,
without composed parts, the spontaneous improvisations of parts is uncontrolled to
the degree that the actual rendering of such chords is nearly indeterminable apart
from the prescription of what bass note supports the overall harmony. Even then, it
is assumed that the bass part - likely to be executed by a bass guitar, keyboard, or
both - is not altogether controlled as the degree that the player emphasizes the
prescribed bass note is subjective to the musician's improvisation of their part.
Consequently, as musical examples from repertoire are presented, the bass lines
shown are only to be taken as generalized abstractions of what a bass line could be, t
is understood that the bass notes indicated serves more as a "fundamental
structure" for the composition, similar to what would be depicted in a Schenkerian
analysis. Thus, in a sense the performer interprets the notated instruction in a
"reverse-Schenkerian" manner by "re-populating" harmonic reduction of the chord
symbol. The explanation of the purpose of the chord symbol shows how the
harmonic progression of a composition may be improved by voice leading (in a very
basic sense) and gives the student the tools to recognize opportunity to utilize such
a technique through a synthesis ofthe theoretical tools they have gathered thus far
(keys, scales, intervals, chord construction, and inversion).
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Chromaticism
For art music, chromaticism, in the sense of being the development of
harmonic and melodic structures in the history of western tonal music, has
generally had a trajectory that has moved from simpler diatonic structures to more
complex chromatic structures. Beginning with the largely pervasive diatonicity of
the European renaissance through the chromatic saturation of the late romantic
period on into the chromatic atonality of the early to middle 20 th century, aside from
the post-modern backlash of the late 20 th century, the evolution of western art
music has tended toward the complex in terms pitch content.
However, the history of contemporary Christian music (CCM) has plotted a
different course. It has been my observation that the history ofthis music has
tended in large part, toward the simple, the diatonic. Even a quick look at the CCLl
Top 100 lix, that is the top 100 most popular songs accessed by their users, will show
this trend. Several of the oldest tunes on the list, Because He Lives by William and
Gloria Gaither and Majesty by Jack Hayford are a quite chromatic relative to more
recent compositions. Because He Lives, written in 1971 modulates three times
moving through Bb major, through Db major, D major, and back to Bb. In each of the
three tonal areas there are multiple instances where chromatics (such as secondary
dominants are employed). Majesty, written in 1981, is less adventurous
harmonically but still contains enough chromaticism to boast a pitch collection of 10
of the 11 chromatic pitches. However, more recent songs, such as the ones that
make the top 15 in the list are strictly diatonic and have been written in the last 15
years.
Therefore, since chromaticism in this repertoire is rare and cannot be treated
as the norm, as with the other texts, my treatment discusses all instances of
chromaticism in popular music as anomaly from the norm. For instance, I have
introduced the raised seventh scale degree in minor, which is treated as the norm
for minor in the other texts as they discuss the minor mode, is shown to be the
result of modal borrowing. The discussion of this topic reveals special instances
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where this technique is employed in contrast to the usual diatonic schema. The text
shows these instances in terms of existing songs that "break the mold" as well as
special arrangements of more conventional harmonizations to show how
chromaticism can enhance a more typical chord progression.
In contrast to the other texts, I have grouped most ofthe material concerning
chromaticism into this single chapter, with the exception of modulation and
chromatic instances of chord substitution, which appear in subsequent chapters.
The other authors spread this material out over several chapters in a way that
seems to trace the development of harmony in western art music more through the
course of the method, at least in a manner that does so far beyond what I have done.
My method serves not to show any historical development of the repertoire
in question, but to show what is the norm for the repertoire now and propose ideas
for how the norm may be either adhered to or departed from. In this sense, by using
theory to offer potentialities, it offers a possible for the "future".
Chord Pro~ression
This chapter departs from the other methods in some very significant ways.
Primarily, my approach differs from the others in that it does not place as much
emphasis on what kind of chord movement or progression is typical or "permitted"
in the repertoire, but instead serves to raise the students awareness as to why and
how chords sound the way they do in the context of the key, and to show how these
factors influence how a given chord progression is experienced.
For Clendenning & Marvin, once they have developed in the text the
theoretical vocabulary with which to discuss counterpoint, they begin their
discussion of harmonic progression from the standpoint of the two-voice
counterpoint in Chapters 8 and 9)x However, thus bulk ofthe discussion of chord
progression seems to operate from the perspective of the relationship between
tonic and dominant in a phrase and over the course ofthe next 9 chapters (while
introducing topics such as embellishing tones, voice leading, chord voicing, figured
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bass, amongst others) expands harmonic progression from the tonic dominant
relationship to encompass all types of harmony from predominants, mediant
chords, leading tone chords, cadences, phrasing, secondary dominants, and all
manner of harmonic, melodic, and rhythmic devices that are characteristic in
classical repertoire. Throughout these many chapters, there is a careful attention to
the historical development of harmony and progression, giving specific attention to
various styles from the baroque, classical, and romantic periods.
Turek follows a similar path, though perhaps not as in depth or with as much
attention to the particularities of style. In Part 2 of his text, after developing the
structure of harmony, he discusses cadences and harmonic rhythm. 1xi He takes a bit
of a detour to give attention to melody, as Clendenning & Marvin do (Chapters 7-10),
but returns to chord progression while introducing such concepts as seventh
chords, secondary dominants, part-writing, modal mixture, and modulation
(Chapters 11-25). In Part 8 (Chapters 26-30), he does give some very careful
attention to chord progression in his discussion of musical form in popular music
genres.
The text most akin to my own is Sorce's Chapter 8. 1xii In this section, he
provides a very clear discussion of chord tendencies, movement, substitution,
tension/resolution, and how chords harmonize melodies. He expands on these
concepts in subsequent chapters through his discussion of musical structure
(Chapter 11), the chromaticism of secondary dominants, borrowed harmony, and
the Neapolitan and augmented sixth chords (Chapter 12, 14, 15, and 16). Also, a
very important chapter for this discussion is Chapter 18, which discusses cyclic
movement, and stepwise, mediant, and tritone movement. 1xiii
Each of these others, with possible exception of Sorce, places a significant
emphasis, understandably so, on harmonic progression from the perspective of the
development of western harmony and the compositional approach of classical music
as it is highly influenced by counterpoint. Such an emphasis, however, is not
favored for the purposes of my text, especially as this affects the content and
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organization of the text on such a large level. As has been stated the compositional,
notational, and interpretational methodology of popular music, especially in the
form of lead sheet notation, is very different from the classical conventional model.
Though it is a given, that the western classical tradition has provided the context for
this type of music, this music is not reliant on many of the compositional practices
and considerations that concern much of western classical composition, the most
notable of which include counterpoint and the strict treatment of cadences. As we
have seen, counterpoint is inherent to the a harmonic framework of a composition,
the principles that have governed its composition in classical music, are not of
primary concern to a harmony playing church musician specializing in popular
music styles, especially a guitarist, whose ability to execute counterpoint is severely
limited relative to that of the keyboard (which has been the platform for the bulk of
western classical composition). Furthermore, attention to particular stylistic
harmonic devices (specific cadences, stricter resolution of certain dissonances, etc.)
is not as much of a concern for my text as the harmonic style of popular music, in its
simplicity, has less particularity to warrant any specific treatment. As the bulk of
the harmonic progressions consist of diatonic harmonies and smaller scope of
chromatic instances, where less attention to counterpoint has influenced the
breakdown of stylistic peculiarities (or "rules") it would not be of significant benefit
to list off any of the number of possibilities for chord combinations of this harmony.
Rather, it is of benefit, as my text does, to point in more general terms to the
tendencies of chords (generalized chord function), that most chord progressions are
influenced by these trends. In short, this is the difference between explaining the
melodic (contrapuntal), harmonic, and rhythmic considerations that go into the
resolution of a perfect authentic cadence from V7 to I,lxiv and merely explaining the
dominant chords "desire" to return to tonic. The simpler explanation, though far
more vague in terms of application, is far more useful to the church musician, who
can apply these concepts to a wide array of contexts and is not restrict to one
particular realization of what is a broader concept.
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Chord Substitution
Chord substitution is compositional practice that is found in most styles of
western music. It has its origins in classical music, where substitution describes the
historical development of certain chord progressions that "substitute" for the norm
as in a deceptive cadence. Though, in application this differs from the more
spontaneous reharmonization of tunes that so typifies the practice of jazz, or the
arranging techniques for popular songs as described in my text, the theoretical
origins are the same - that is, the exploiting of harmonic relationships between
chords to generate a progression that is at some level atypical. Interestingly, each of
the three texts seems to approach the topic using, to some degree, one of the three
applications already described.
Clendenning & Marvin discuss chord substitution, if only inadvertently,
through the method they take to explain chord progression and phrasing. Theirs is
on that seems to have its roots in Schenkerian theory, where the "basic phrase" is
that consisting of an essential "I-V-I."lxv This phrase may be expanded through
predominant, leading tone, or six-four chords and specifically a tonic expansion is
created through mediant chords and other devices. 1xvi They also talk about other
forms of cadences, including deceptive, Phrygian, plagal cadences.lxvii Even if this
form of substitution isn't overt, considering the more common usage of the term, the
correlation should be apparent through the fact that Clendenning & Marvin have set
up a basic structure that can be expanded and altered using the appropriate
harmonic substitutions. This type of substitution is indeed helpful for learning the
functions of chords and their respective tendencies, but doesn't go far enough (for
the needs ofthe church musician) to be able to apply this concepts towards a
working knowledge of how to substitute chords in an existing chord progression.
Turek's handling of chord substitution is almost strictly related to jazz
practice and much more closely related to thrust of Chapter 12 in my book, where,
moving beyond the composer's decisions, the performer himself is expected to exert
a level of compositional responsibility over the performance, a great degree of
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45 Strongly melodic compositions with a slower tempo and prolonged harmonic rhythms.
350
In any event, these preferences or trends do exist in the current style and pose their
difficulties (preference for diatonicity and slow harmonic rhythm) make any
extensive use of chromatics through secondary dominant substitution (or similarly
tritone substitution) not the most immediately beneficial substitution technique.
This point is also, why my text, unlike any of the others, employs harmonic reduction
as a practical method for substitution. It is generally excepted that one of the
reasons hymns are beginning to fall out of favor in the contemporary context of the
church is that their harmonic complexity and density is rooted in composition and
performance at the keyboard and are far more difficult to execute from the guitar.
Richard Sorce, does offer a simpler (and conversely more practical) approach
to chord substitution offering many of the same techniques my text employs. He
begins with common tones as the basis for substitution, showing that third related
chords offer a most immediately practical means for substitution.Ixix However, his
treatment of this is quite limited. This common tone relationship is the basis for
most of my discourse on chord substitution in Chapter 12. I begin with a similar
discussion of third relationships that Sorce does, but expand this, through the use of
common tones, to let it this relationship continue twice and even three times or
more over. I also take it to the extra step of employing modal mixture for third
related substitutions, whereas Sorce's text is restricted to diatonic substitutions.
Modulation
Once again, though my chapter discusses much of the same material as the
other texts do, now concerning modulation, the end goals of the discourse are
different. Essentially, all the texts, including my own, cover the same material. We
each show that there are five main types of modulation: direct (or phrase), common
chord (or pivot chord), common tone, chromatic, and enharmonic modulation,
though Turek discusses these techniques under two general headings - those that
use a common chord (or tone) and those that utilize some form of chromaticism.Ixx
This is an accurate generalization, as any kind of modulation (with the exception of
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a modulation to a relative key) requires chromaticism, though there are two that are
do so using common pitches (common tone and common chord).
The difference however lies in the fact that the purpose of my discourse is to
equip the student with the technical faculties to implement a modulation from one
key to any other employing one or more of these techniques to do so. Also, the
student will grasp the virtues of each and the particular quality each one brings to a
composition. The student is given a particular creative purpose, for learning the
material beyond merely the analysis of modulation in a given a composition. Not to
say, that is, that the other texts do not equip one with the knowledge to take the
concepts from the analytical stage to the compositional stage, but they are perhaps
not as overt as my text towards this goal. This, however, is particularly important
for my readers, who (as is described in the introduction to my chapter) have
modulation as a distinct concern. They require, perhaps uniquely, the faculty to take
a set of songs written in varying styles, from varying composers, in varying keys,
with varying text and string them together to create a seamless and compelling flow
of music. The Internet is littered with people each offering their various methods to
achieve this "flow" in a worship service, which consists largely of modulation in the
greater context of arranging a set of songs. Thus, my text goes the extra mile to offer
as many theoretical resources possible, while keeping the discussion in the realm of
practicality. At each step of the way, I bring up special considerations in the text
that contribute to flow, considerations that are either neglected or taken for granted
in the other texts, as in how other factors than simply harmonic progression
contribute to how effective a modulation is, considerations like rhythm, metric
pulse, melody, and consonance vs. dissonance, amongst others. In any case, my
approach to modulation is valid and distinct in this respect that it offers a new
approach to a musical concern that is not addressed by the other texts.
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Notes
xix Ralph Turek, Theory for Today's Musician (New York: McGraw Hill, 2007), 52.
xxJane Piper Clendinning and Elizabeth West Marvin. The Musician's Guide to Theory
and Analysis. (New York: W.W. Norton & Company, Inc., 2005.), xxiv-xxv.; Sorce,
Richard. Music Theory for the Music Professional. (New York: Arsdley House
Publishers, Inc., 1995), xxi.; Turek, 1-2.
CCLI 2009 License Holder Survey Results, "2009 License Holder Survey Results,"
xxvi
Christian Copyright Licensing International, http://www.ccli.com/survey/2009
(accessed July 17, 2010).
xxvii Ibid.
xxxv Sorce, 4.
xl CCLI 2009 License Holder Survey Results, "2009 License Holder Survey Results,"
Christian Copyright Licensing International, http://www.cclLcom/survey/2009
(accessed July 27, 2010).
1 Ibid., 112-113.
Ii Sorce, 79-83.
Iv Turek, 39-45.
PraiseCharts - CCLI Top 100 Songs, "CCLI Top 100 Songs," Praise Charts,
lix
http://www.praisecharts.com/ccli (accessed August 2,2010).
REFERENCES
Bowersox, Steve. Worship Musician's Theory Book. Ponte Verde Beach: The
Bowersox Institute of Music, 1991.
Brooks, Tom. The Language ofMusic: Practical Music Theory for the Worshiping
Musician, 2d ed. Laguna Niguel: New Earth Publications, Inc., 2010.
CCLI 2009 License Holder Survey Results. "2009 License Holder Survey Results."
Christian Copyright Licensing International.
http)/www.cclLcom/survey/2009 (accessed July 27, 2010).
Clendinning, Jane Piper and Elizabeth West Marvin. The Musician's Guide to Theory
and Analysis. New York: W.W. Norton & Company, Inc., 2005.
Larson, Steve. "Musical Forces and Melodic Patterns." Theory and Practice 22-23
(1997-98): 55-71.
Modern Worship Series: Music Theory Made Easy. Produced by Paul Baloche. 94 min.
Via Productions, 2005. DVD.
PraiseCharts - CCLI Top 100 Songs. "CCLI Top 100 Songs." Praise Charts.
http://www.praisecharts.com/ccli (accessed August 2,2010).
Reese, Gustave. Music in the Middle Ages. New York: W.W. Norton & Co., Inc., 1940.
356
Sorce, Richard. Music Theory for the Music Professional New York: ArsdIey House
Publishers, Inc., 1995.
Turek, Ralph. Theory for Today's Musician. New York: McGraw Hill, 2007.
Worship Matters. "Are We Responsible for Musical Literacy in the Church?" Bob
Kauflin. http://www.worshipmatters.com/2007/ll/whats-happening-to-
musical-literacy-in-the-church/ (retrieved August 16, 2010).